From Data to Insights and Action: The Strategic Journey of Education Data

Autor/in	Pladevega, Annette
Titel	From Data to Insights and Action: The Strategic Journey of Education Data
Quelle	(2022), (154 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Trident University International
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3795-8266-1
Schlagwörter	Hochschulschrift; Dissertation; Elementary School Teachers; Secondary School Teachers; Early Childhood Teachers; Data Use; Decision Making; Teacher Behavior; Administrators; School Administration; Influences; School Culture; Objectives; Students; Intervention; Instructional Development; Peer Relationship; Sharing Behavior; Technological Literacy + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Early childhood; Early childhood education; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Decision-making; Entscheidungsfindung; Teacher behaviour; Lehrerverhalten; Influence; Einfluss; Einflussfaktor; Schulkultur; Schulleben; Goal definition; Zielsetzung; Student; Schüler; Schülerin; Studentin; Teaching improvement; Unterrichtsentwicklung; Peer-Beziehungen; Technisches Wissen
Abstract	Educators use an increasingly wide range of data to inform decision-making, performance management, and accountability at various levels of the education system. Studies emphasize the impact of data-use cultures in schools, a data-rich environment, although little is known about how educators use data. Therefore, this exploratory study examined how teachers use data to inform teaching and learning in a single school district in a U.S. territory. The conceptual framework focuses on educator data use and the factors that nurture a data use culture. The research questions guided the investigation to discover the types of data available to teachers, their perception and use of data to drive decision-making, and the impact made by school administrators and the district office to initiate the change to a data-driven culture. A qualitative data collection process included a semi-structured, open-ended survey for K-12 teachers in this district. The collected survey data indicated that educators have access to multiple sources of data and commonly use data to create academic goals for students, make instructional decisions, and plan interventions to support struggling students. Teachers often communicate with their peers on data use practices, have access to 1:1 training with their building administrator, and access to resources to support their improvement journey. Teachers often confused "data" with "assessment" and noted inadequate technical skills to use data effectively. This study concludes with a research brief that aims to provide key decision-makers in education with evidence to ground discussions, relevant research, suggested policy options, and possible courses of action to further develop a data-use culture. [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