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Ain investigation of how communities of practice mediate implementation of data-driven instruction

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TitleInfo
Title
Ain investigation of how communities of practice mediate implementation of data-driven instruction
TitleInfo (type = alternative)
Title
Communities and data-driven instruction
Name (type = personal)
NamePart (type = family)
McKinley
NamePart (type = given)
Mary Jo
NamePart (type = date)
1964-
DisplayForm
Mary Jo McKinley
Role
RoleTerm (authority = RULIB)
author
Name (type = personal)
NamePart (type = family)
Ryan
NamePart (type = given)
Sharon
DisplayForm
Sharon Ryan
Affiliation
Advisory Committee
Role
RoleTerm (authority = RULIB)
chair
Name (type = personal)
NamePart (type = family)
Mangin
NamePart (type = given)
Melinda
DisplayForm
Melinda Mangin
Affiliation
Advisory Committee
Role
RoleTerm (authority = RULIB)
internal member
Name (type = personal)
NamePart (type = family)
Tantillo
NamePart (type = given)
Sarah
DisplayForm
Sarah Tantillo
Affiliation
Advisory Committee
Role
RoleTerm (authority = RULIB)
outside member
Name (type = corporate)
NamePart
Rutgers University
Role
RoleTerm (authority = RULIB)
degree grantor
Name (type = corporate)
NamePart
Graduate School of Education
Role
RoleTerm (authority = RULIB)
school
TypeOfResource
Text
Genre (authority = marcgt)
theses
OriginInfo
DateCreated (qualifier = exact)
2014
DateOther (qualifier = exact); (type = degree)
2014-05
Place
PlaceTerm (type = code)
xx
Language
LanguageTerm (authority = ISO639-2b); (type = code)
eng
Abstract (type = abstract)
Policy now dictates the widespread implementation of data-driven instruction (DDI): the means of using assessments to guide decisions about practice with the goal of academic growth. Sociocultural theorists suggest that how a person learns a new skill and the context in which the learning takes place is fundamental to learning. Therefore as school leaders establish opportunities for practicing teachers to learn the skills necessary to understand and use data to inform their teaching, they must be attentive to the school culture and communities of practice. Yet, the research on DDI to date offers little insight into the micro-aspects of implementation: what happens after teachers are provided the data and how they engage and use data in relation to instruction. The purpose of this qualitative research study was to examine how communities of practice mediate the implementation of data-driven instruction in schools. A multiple case study design was employed to investigate implementation of DDI in two New Jersey charter middle schools. Data collection included interviews of school leaders, focus groups of teachers, observation, and document review. Each school’s data set was coded inductively and deductively and larger patterns developed to provide a portrait of the school and DDI. A cross-case analysis highlighted patterns in relationships between school culture, leadership, and teacher interactions around data. Findings indicate that teacher communities of practice are integral to DDI implementation. How teachers use and talk about data is shaped by the school culture and by the way leaders structure time and resources to enable teachers to confer about data. This study adds to the research base on DDI by describing its implementation from the perspectives of teachers and leaders. It suggests that regardless of leadership style, a culture of staff engagement for student academic achievement is crucial. Also, communities of practice provide an opportune social context for DDI within which coaches and structured protocols are effective in guiding teachers in their work.
Subject (authority = RUETD)
Topic
Educational Leadership
RelatedItem (type = host)
TitleInfo
Title
Rutgers University Electronic Theses and Dissertations
Identifier (type = RULIB)
ETD
Identifier
ETD_5658
PhysicalDescription
Form (authority = gmd)
electronic resource
InternetMediaType
application/pdf
InternetMediaType
text/xml
Extent
viii, 155 p. : ill.
Note (type = degree)
Ed.D.
Note (type = bibliography)
Includes bibliographical references
Note (type = statement of responsibility)
by Mary Jo McKinley
Subject (authority = ETD-LCSH)
Topic
Computer managed instruction--New Jersey--Case studies
Subject (authority = ETD-LCSH)
Topic
Educational leadership--New Jersey--Case studies
RelatedItem (type = host)
TitleInfo
Title
Graduate School of Education Electronic Theses and Dissertations
Identifier (type = local)
rucore10001500001
Location
PhysicalLocation (authority = marcorg); (displayLabel = Rutgers, The State University of New Jersey)
NjNbRU
Identifier (type = doi)
doi:10.7282/T3V69GTW
Genre (authority = ExL-Esploro)
ETD doctoral
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Rights

RightsDeclaration (ID = rulibRdec0006)
The author owns the copyright to this work.
RightsHolder (type = personal)
Name
FamilyName
McKinley
GivenName
Mary Jo
Role
Copyright Holder
RightsEvent
Type
Permission or license
DateTime (encoding = w3cdtf); (qualifier = exact); (point = start)
2014-05-03 18:15:45
AssociatedEntity
Name
Mary Jo McKinley
Role
Copyright holder
Affiliation
Rutgers University. Graduate School of Education
AssociatedObject
Type
License
Name
Author Agreement License
Detail
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
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Technical

RULTechMD (ID = TECHNICAL1)
ContentModel
ETD
OperatingSystem (VERSION = 5.1)
windows xp
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