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theses

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.

ETD_5658

Ed.D.

Includes bibliographical references

by Mary Jo McKinley

doi:10.7282/T3V69GTW

ETD doctoral

The author owns the copyright to this work.