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Full-Text Articles in Education
Elementary Stakeholder Perceptions Of Data Team Discussions Influence On Instructional Adjustments, Michelle Shay
Elementary Stakeholder Perceptions Of Data Team Discussions Influence On Instructional Adjustments, Michelle Shay
Walden Dissertations and Doctoral Studies
Federal law requires schools to conduct formative, summative, and diagnostic assessments to inform instructional strategies. However, the collection of student accountability compliance data has not always resulted in improved student academic achievement. The research problem addressed in this study is that little is understood about how data team discussions influence elementary teachers’ instructional adjustments. The purpose of this basic qualitative study is to gain an in-depth understanding of elementary teacher and leader perceptions of how data team discussions influence teachers’ data-driven decision making (DDDM) instructional adjustments. The conceptual framework for this study is based on the theory of planned behavior, …
Texas Elementary Teachers’ Perceptions Of Data Chats, Candace Christina Hopkins
Texas Elementary Teachers’ Perceptions Of Data Chats, Candace Christina Hopkins
Walden Dissertations and Doctoral Studies
A gap in practice at CES Elementary School (pseudonym) was the lack of data driven instructional decision making. This lack has contributed to the problem of low school scores on the State of Texas Assessments of Academic Readiness (STAAR). Low STAAR scores have negatively impacted student, teacher, and administrator retention. Data chats were implemented to help overcome the problem and improve practice, but this did not work. Hence, the purpose of this study was to explore the perceptions of data chats that occurred within CES’s professional learning communities. The study was conceptually guided by the theory of action. Teachers’ perceptions …
Early Childhood Educators’ Use Of Students’ Assessments For Data-Driven Decision Making, Brandy Shanice Jones
Early Childhood Educators’ Use Of Students’ Assessments For Data-Driven Decision Making, Brandy Shanice Jones
Walden Dissertations and Doctoral Studies
The research problem addressed by this study is that educators do not know how students’ assessments are being used for data-driven decision making to plan for instruction and design curriculum. Data-driven decision making has been implemented throughout the Southeastern region of the United States for several years as part of public-school reform efforts. The purpose of this basic qualitative study with interviews was to explore how early childhood principals, academic coaches, and teachers used students’ assessment data for data-driven decision making to plan for instruction and design curriculum in two rural schools. This study addressed local concerns about how educators …
Data-Driven Decision Making About Single-Sex Instructional Grouping At An Elementary School, Michelle Lynnette Sorrells
Data-Driven Decision Making About Single-Sex Instructional Grouping At An Elementary School, Michelle Lynnette Sorrells
Walden Dissertations and Doctoral Studies
Administrators at a Southeastern elementary school eliminated single-sex instructional grouping in 5th-grade classes without a proper analysis of all available data and later reflected upon whether this instructional model should be revived. Because data-based decisions may positively improve teaching and learning for all stakeholders, the purpose of this qualitative case study was to explore all available data leading to this decision, inform stakeholders about the decision-making processes in the local school, and provide data to inform future decisions. Conceptually framed with Mandinach's data-driven decision making (DDDM) model, the guiding question for the study focused on perceptions of teacher, administrator, and …
A Case Study Of Rti Data Teams, William Lee Washington
A Case Study Of Rti Data Teams, William Lee Washington
Walden Dissertations and Doctoral Studies
This qualitative case study addressed the persistent achievement gaps in annual measurable objectives (AMO) data at a public rural elementary school in the Mideast United States. Response to intervention (RTI) data teams from 2010 did not produce expected student gains after 5 years of implementation in the school under study. Based on Mandinach and Jackson's data-driven decision making conceptual framework, the purpose of this study was to examine the work of the RTI data teams as they attempted to improve student learning and close achievement gaps. A purposeful sample of 13 staff members involved in the RTI implementation process was …
Nurse Educators' Perspectives Of Supplemental Computer-Assisted Formative Assessment In An Associate Degree Nursing Program, Jennifer Buehler Sugg
Nurse Educators' Perspectives Of Supplemental Computer-Assisted Formative Assessment In An Associate Degree Nursing Program, Jennifer Buehler Sugg
Walden Dissertations and Doctoral Studies
Despite the implementation of various strategies to improve outcomes, the pass rates for the National Council Licensure Exam for Registered Nurses (NCLEX-RN) for an associate degree nursing (ADN) program continue to decrease. This study examined the use of a supplemental computer-assisted formative assessment (SCAFA) as a strategy for NCLEX-RN success. A qualitative case study with a theoretical framework based on constructivism was designed to investigate nurse educators' perspectives of this particular strategy for successful outcomes. To explore these perspectives, data were collected from face-to-face interviews with nurse educators and from program documents from 1 ADN program in the southeastern United …