A Framework for Data Management in Schools: How Academically Successful, Low-Income Schools Manage and Distribute Student Data to Teachers

Autor/in	Newton, Whitney
Titel	A Framework for Data Management in Schools: How Academically Successful, Low-Income Schools Manage and Distribute Student Data to Teachers
Quelle	(2019), (207 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Indiana State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3922-3556-0
Schlagwörter	Hochschulschrift; Dissertation; Information Management; Information Systems; Information Dissemination; Databases; Teacher Attitudes; Lunch Programs; Data Analysis; Low Income Students; Poverty; Teacher Collaboration; Access to Information + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Procurement of information; Informationsbeschaffung; Informationsverbreitung; Datenbank; Lehrerverhalten; Mittagessen; Auswertung; Armut; Lehrerkooperation
Abstract	Schools face increasing pressure to ensure teachers are using data to support and inform their instruction, and the practice of data-based decision making has many positive effects on teacher satisfaction, instruction, and student achievement. Teachers face difficulties in gathering, organizing, and effectively utilizing student data to drive their instruction without the use of a database. Some databases are on the market that offer important features for effective data management, but it is not clear whether teachers have been consulted regarding the most critical for practical, cyclical elements for data-based decision making in the classroom. The purpose of this study was to discover teachers' perspectives and uses of the most critical features of database systems in successful schools with a culture that embraces data and assessment in a system with a significant percentage of students' receiving free/reduced lunch. From these perspectives, the study sought to build a framework, or set of foundational principles, for data systems that support teacher efficacy in analyzing data and delivering data-driven instruction. This study found that schools serving students living in poverty and that have cultures that embrace data had several cultural and functional systems in place to ensure teachers were able to collaborate during the school day. In collaboration, teachers looked at student data to determine individual student success and growth regularly and frequently. Teachers identified a framework for the most critical data system features from their perspective that (a) was streamlined and organized, (b) could be accessed anywhere, (c) provided students access in one case, (d) was real-time and fluid, (e) saved time, and (f) was accessible by peers and administration. [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	2024/1/01