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An evaluation of how fourth and fifth grade teachers use data in Monroe Township
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Layman, Adam. An evaluation of how fourth and fifth grade teachers use data in Monroe Township. Retrieved from https://doi.org/doi:10.7282/T3V128DN

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TitleAn evaluation of how fourth and fifth grade teachers use data in Monroe Township
NameLayman, Adam (author); Baker, Bruce (chair); Lugg, Catherine (internal member); Higgins, Kevin (outside member); Rutgers University; Graduate School of Education
Date Created2018
Other Date2018-10 (degree)
SubjectEducational Leadership, Education--Data processing
Extent1 online resource (xi, 78 p.)
DescriptionThere are factors that impact a teacher’s use of student data for instructional decisions. Using a modified version of a framework of factors that impact teacher data use (Kerr, Marsh, Ikemoto, Darilek, & Barney, 2006), this study explored how accessibility of and timeliness to data, support and training in analysis and interpretation, alignment to initiatives, and perception of validity impact teacher data use by fourth- and fifth-grade teachers.
The purpose of this study was to conduct a program evaluation to determine the needs of the teachers so that the district can improve its supports to better meet teachers’ data use needs. Study participants included 27 teachers who participated in focus-group interviews representing two upper-elementary schools.
The findings established various needs within each of the four factors that shape teacher data use that could benefit from additional support at the school or district level. For teachers to use assessment data for instructional planning, they need access to relevant data quickly and easily. They need to be supported through ongoing professional development on accessing these data and prioritizing and filtering data. Also important is the prioritization of aligning current and future district initiatives to focus on or embed within them teacher data use, as well as a review of each assessment’s purpose, content, and timing to address issues of perceived validity.
The implications call for the district to leverage its current supports in place based on teachers’ needs. This includes coordinating the district’s professional development framework at a district and building level to support their data use. This would be accomplished using a yearlong overarching approach complemented by a targeted approach at the building level. A district-wide review of current and future initiatives and common assessments is needed that involves all stakeholders, with a focus on data use. This study shows the importance of coordinating resources and aligning priorities to manage the factors that impact teacher data use.
NoteEd.D.
NoteIncludes bibliographical references
Noteby Adam Layman
Genretheses, ETD doctoral
Persistent URLhttps://doi.org/doi:10.7282/T3V128DN
Languageeng
CollectionGraduate School of Education Electronic Theses and Dissertations
Organization NameRutgers, The State University of New Jersey
RightsThe author owns the copyright to this work.
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