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An evaluation of how fourth and fifth grade teachers use data in Monroe Township
Descriptive
TitleInfo
Title
An evaluation of how fourth and fifth grade teachers use data in Monroe Township
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Layman
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Adam
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1978-
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Adam Layman
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author
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Baker
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Bruce
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Bruce Baker
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Advisory Committee
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chair
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Lugg
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Catherine
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Catherine Lugg
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Advisory Committee
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internal member
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(type = family)
Higgins
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Kevin
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Kevin Higgins
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Advisory Committee
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outside member
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Rutgers University
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degree grantor
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Graduate School of Education
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school
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Text
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theses
OriginInfo
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2018
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2018-10
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xx
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2018
Language
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eng
Abstract
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There 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.
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.
Subject
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Topic
Educational Leadership
Subject
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Topic
Education--Data processing
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Rutgers University Electronic Theses and Dissertations
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ETD_9219
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electronic resource
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Extent
1 online resource (xi, 78 p.)
Note
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Ed.D.
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Includes bibliographical references
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by Adam Layman
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Graduate School of Education Electronic Theses and Dissertations
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rucore10001500001
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Identifier
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doi:10.7282/T3V128DN
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ETD doctoral
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Rights
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The author owns the copyright to this work.
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Layman
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Adam
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Permission or license
DateTime
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2018-09-21 14:06:54
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Adam Layman
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Rutgers University. Graduate School of Education
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Author Agreement License
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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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2018-10-01T10:44:08
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