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Tvaas Rankings And Teachers’ Perceptions Of Data-Driven Professional Learning In Northeast Tennessee Title I And Non-Title I Elementary Schools, Amy S. Doran
Electronic Theses and Dissertations
The focus of this study was a comparison between the perceptions of school-based licensed educators in Title I and non-Title I schools in Northeast Tennessee as measured by the TELL Tennessee Survey and each school’s overall composite TVAAS score. The factor variables were professional development, instructional practices and support, teacher leadership, and school leadership. This dissertation was a quantitative study of teachers’ perceptions of data-driven professional learning and TVAAS composite scores. A one-way analysis of variance (ANOVA) was conducted to evaluate the difference between teachers’ perceptions of data-driven professional development and student TVAAS data. An independent samples t-test was used …