A Phenomenological Study of Teacher and Administrator Experiences in the Analysis and Interpretation of Student Assessment Data

Autor/in	Ross, Matthew William
Titel	A Phenomenological Study of Teacher and Administrator Experiences in the Analysis and Interpretation of Student Assessment Data
Quelle	(2012), (266 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Liberty University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2672-8324-5
Schlagwörter	Hochschulschrift; Dissertation; Comparative Analysis; Phenomenology; Educational Assessment; Administrators; Teachers; Interviews; Focus Groups; Reflection; Journal Writing; Motivation; Context Effect; Interpersonal Relationship; Self Actualization; Time Perspective; Training; Guidance; Trust (Psychology); Self Efficacy; Qualitative Research + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Phenomenological psychology; Phänomenologie; Psychologie; Education; assessment; Bewertungssystem; Lehrer; Lehrerin; Lehrende; Interviewing; Interviewtechnik; Zeitschriftenaufsatz; psychologische; Motivation (psychologisch); Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Self actualisation; Selbstverwirklichung; Zeitbezug; Ausbildung; Beratung; Self-efficacy; Selbstwirksamkeit; Qualitative Forschung
Abstract	The purpose of this qualitative empirical phenomenological study was to examine the experience of analyzing and interpreting student assessment data from the perspective of both teachers and administrators in order to identify: (a) those aspects of the experiences which are similar or dissimilar among the two groups, (b) the priorities and influences which affect those experiences, and (c) the most critical issues expressed by the participants. Ten teachers and five administrators participated in three in-depth individual interviews, online reflective journaling, and follow-on focus group interviews. This study revealed that the experiences of teachers and administrators can be characterized and described through five domains: (a) motivations, (b) contextualization of learning, (c) data analysis strategies, (d) intergroup and interpersonal relations, and (e) self-actualization. This study also identified seven critical issues which regularly resulted in high levels of satisfaction or dissatisfaction with these experiences: (a) time, (b) training, (c) opportunities to practice, (d) protocol guidance, (e) support, (f) trust, and (g) efficacy, which should be considered by school and district leaders. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10