Social Construction of Reality - Bad Request

3. “creates new knowledge that can be a springboard into a rich program, better
services to kids, better practices” (Long interview, March 18, p. 8).
4. allowing questions to be posed without being perceived as insults or threats.
5. providing “a means by which we can move toward that benchmark we call
excellence” (Long interview, March 18, p. 10).
The interview ended with the agreement regarding which documents would be analyzed,
how the archival data would be studied, and which questions were most vital for the other
stakeholders to answer.
Document Content Analysis
Content analysis of important documents pertinent to this study was performed on
the No Child Left Behind Act of 2001, Missouri School Improvement Program (MSIP)-
Cycle 4, The School District’s board policy, and The School District’s vision, mission,
and goals. These documents were analyzed to assist the researcher in understanding the
overt and theoretical relationships among the documents (Appendix I).
An analysis of the complete No Child Left Behind Act of 2001 document
illuminated the pervasive nature of the evaluative task in K-12 education (Appendix K).
One important aspect of the document analysis involved studying the frequency and
dispersion of the word evaluation with the intent of understanding the scope of evaluation
within the legislative mandate. Specifically, the term evaluation is mentioned 311 times,
a frequency determined by converting the document to a Microsoft Word file and
performing a word search via the “find word” option. Use of the word evaluation is
evenly spaced throughout the six sections of the 10 titles in the legislation. This was
determined via the creation of a workbook designed to separate evaluation mandates
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