Social Construction of Reality - Bad Request

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every five years, and, in the interim, things could go awry” (Electronic survey, May 1). Another explained, “yes, ‘evaluation capacity building’ is the piece that changes the culture. Without a cultural acceptance of program evaluation processes a program evaluation will not be validated by the stakeholders. It will take time to acculturate stakeholders into feeling and knowing that program evaluation is a must, not a wish” (Electronic survey, May 2). The respondent who did not respond “yes” did not exactly respond “no”-- though the response showed little patience for the concept of capacity building: “I think we are making this more complicated than it needs to be. The BOE/Admin needs to determine which programs it wants to evaluate. Agree on the program goals, make sure they can be measured, proceed. Maybe I’m missing something here” (Electronic survey, May 2). The significance of this response is that runs contrary to the notion of stakeholder inclusion that was so roundly touted throughout the data collection. Its divergence from the mentality evidenced throughout the other data, inclusive of all electronic survey responses, indicates the fitness of the Delphi technique to allow for divergent voices. Moreover, this was not the only response that raised the question of whether or not the respondent actually understood what the question was asking. For instance, another respondent who started the response with “yes” continued with “However, I do believe that there could be a point of diminishing returns if an organization was to over evaluate” (Electronic survey, May 5). Question 5. What process(es) or activities do you recommend to lessen anxiety on the part of the program manager whose program is about to be evaluated? Several concrete imperatives surfaced out of these answers. First, a multi-year evaluation schedule, complete with the pre-determined depth of the evaluation and what that means, 83
needs to be established and published. Next, ensure program managers in-line for program evaluations are able to hear from those who have already had their programs evaluated and then be given the opportunity to pick-apart the process with the program evaluator. It is also important that the director in charge of supervising the program “blesses” the evaluation by “first affirming the [program manger] in his/her role and then by shedding light on successes already noted” (Electronic survey, May 2). In short, the program manager must be supported on a variety of cognitive and personal levels to gain a clear understanding that the evaluation is a tool for growth- “not a punitive activity” (Electronic survey, May 2). Question 6. Please list, in order of priority from your perspective, a few examples of district PROGRAMS you believe should be evaluated within the next 24 months. With one exception, “alternative programs,” the responses did not evidence a strong response pattern within the group of respondents whose answers included an array of ideas: alternative programs (6 responses); gifted (4 responses); Buchan County Children’s Academy (3 responses); childcare (3 responses); social workers (2 responses); instructional coaching (2 responses); assessment (2 responses). One response regarding each of the following: summer school, class size reduction program, Title II, Appleseed grants, ESOL, tutoring, guided reading, tech instruction for teachers, GPS, PLTW (engineering and bio-med); plus any special initiatives requiring allocated funds. It is notable that the majority of these suggestions are not referenced in board policy as programs, and the converse is true. Those programs referenced in board policy as programs are noticeably absent en mass from this list. It should be noted that the following question is present because state guidelines call for evaluations of programs 84
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UTILIZATION-FOCUSED EVALUATION OF T
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The undersigned, appointed by the D
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ACKNOWLEDGEMENTS The lessons I have
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fearlessness, and reminded me of wh
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Research Questions Research Methods
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LIST OF TABLES Table Page 1. Strong
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UTLIZATION-FOCUSED EVALUATION OF TH
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process-use within future evaluatio
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One leader trained by this program,
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Objectivation. Objectivation is the
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developing, innovating, or changing
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logical or sequential links among r
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Figure 1. The School District’s p
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Objectivation. This is the process
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evaluation in general) is evaluatio
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CHAPTER TWO REVIEW OF LITERATURE In
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Objectivation Legitimation OVERVIEW
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the profession: systemic inquiry, c
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5. Eclectic Evaluation (1 approach
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however, it is important to remembe
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Figure 3. The Utilization-Focused E
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eginning an evaluation this way ser
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producing commonly understood evide
Page 47 and 48: Institutionalization. A second proc
Page 49 and 50: Legitimation. Legitimation, the thi
Page 51 and 52: evaluation report was made to the s
Page 53 and 54: experiences in finite provinces of
Page 55 and 56: played into the use of electronic s
Page 57 and 58: interaction and particular context:
Page 59 and 60: to achieve federal compliance (Ross
Page 61 and 62: as a valid, legitimate contribution
Page 63 and 64: principles (Patton, 1997) in order
Page 65 and 66: with other stakeholders (Appendix E
Page 67 and 68: Short interviews. Development of qu
Page 69 and 70: multidirectional thinking to integr
Page 71 and 72: Summary The School District had not
Page 73 and 74: experience. The topic for this case
Page 75 and 76: study; each signed an agreement of
Page 77 and 78: hoped the model would provide a pat
Page 79 and 80: according to page number, section,
Page 81 and 82: The School District’s vision, mis
Page 83 and 84: Figure 8. Step 1- Important concept
Page 85 and 86: Figure 10. A picture of “outgoing
Page 87 and 88: Short Stakeholder Interviews The ne
Page 89 and 90: This stakeholder went on to say tha
Page 91 and 92: (Budget Training Manual). A stakeho
Page 93 and 94: institutionally…very difficult to
Page 95 and 96: This argument, the focus of years o
Page 97: published meeting schedule. Another
Page 101 and 102: Figure 12. An organic reporting too
Page 103 and 104: explained, “that was all I knew
Page 105 and 106: CHAPTER FIVE DISCUSSION WITH CONCLU
Page 107 and 108: Discussion of Findings Three resear
Page 109 and 110: Figure 13. The level of involvement
Page 111 and 112: 5. Organizational culture can be ch
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Page 115 and 116: Table Two. The research findings ca
Page 117 and 118: 3. The School District should compl
Page 119 and 120: 2. A follow-up study of the impleme
Page 121 and 122: The chief research question was whe
Page 123 and 124: Denzin, N. K. & Lincoln, Y. S. (200
Page 125 and 126: Nelson, M. & Eddy, R. M. (2008). Ev
Page 127 and 128: Starratt, R. (2003). Centering educ
Page 129 and 130: 22. Accreditation and certification
Page 131 and 132: Researcher’s Name: Laura Nelson R
Page 133 and 134: The Campus Institutional Review Boa
Page 135 and 136: Short Interview Protocol Appendix E
Page 137 and 138: Second Long Interview Protocol Appe
Page 139 and 140: Appendix I Affinity Diagram 124
Page 141 and 142: Appendix K NCLB Content Analysis Di
Page 143 and 144: Appendix M School District Vision,
Page 145 and 146: Appendix O Examples of Programs- Da
Page 147 and 148: Interviewee Effective (ness) (effec
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Interviewee Perceive perception Sup
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Program Mission CSIP Value Appendix
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VITA Laura Nelson earned a B.A. in
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Social Construction of Reality - Bad Request

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