The Resource A grounded theory approach to understanding educator perspectives on using data to inform instruction

A grounded theory approach to understanding educator perspectives on using data to inform instruction

Label
A grounded theory approach to understanding educator perspectives on using data to inform instruction
Title
A grounded theory approach to understanding educator perspectives on using data to inform instruction
Creator
Author
Subject
Language
eng
Summary
In spite of the current focus on using data driven decision making in education spurred by the accountability movement, the literature indicates that many educators feel ill equipped to analyze and use data and, further, that there may be several factors contributing to why they feel this way (Jacobs et al., 2009; Ronka, Lachat, Slaughter, & Meltzer, 2008). Although the literature identifies potential factors that may contribute to why educators may have certain perspectives on using data, little is known about the interrelatedness of these factors, which of these factors may be most important, or how best to address these factors through formal coursework or professional development. The purpose of this study was to address the gap between how policymakers and educational leaders expect data to be used to inform instruction and how classroom-level educators internalize and implement these expectations. This study attempted to address this gap by exploring educators' perspectives on using data, their views of their own data analysis skills, how they value and make meaning of data, and the characteristics of their training and/or organizational cultures contribute to these views. Research regarding educators' perspectives on using data for decision making should not only address a gap in the literature but also provide an impetus for the development of professional development programs to meet the needs of educators in both leadership and practitioner roles
Cataloging source
MUU
http://library.link/vocab/creatorName
Broyles, Stephanie R
Degree
Ed. D.
Dissertation note
Thesis
Dissertation year
2012.
Government publication
government publication of a state province territory dependency etc
Granting institution
University of Missouri--Columbia,
Index
no index present
Literary form
non fiction
Nature of contents
dictionaries
Label
A grounded theory approach to understanding educator perspectives on using data to inform instruction
Instantiates
Publication
Contributor
Thesis advisor
Note
Advisor: Peggy Placier
Carrier category
online resource
Carrier category code
  • cr
Carrier MARC source
rdacarrier.
Content category
text
Content type code
  • txt
Content type MARC source
rdacontent.
Control code
872568755
Extent
1 online resource (x, 162 pages)
Form of item
online
Media category
computer
Media MARC source
rdamedia.
Media type code
  • c
Specific material designation
remote
System control number
(OCoLC)872568755
Label
A grounded theory approach to understanding educator perspectives on using data to inform instruction
Publication
Contributor
Thesis advisor
Note
Advisor: Peggy Placier
Carrier category
online resource
Carrier category code
  • cr
Carrier MARC source
rdacarrier.
Content category
text
Content type code
  • txt
Content type MARC source
rdacontent.
Control code
872568755
Extent
1 online resource (x, 162 pages)
Form of item
online
Media category
computer
Media MARC source
rdamedia.
Media type code
  • c
Specific material designation
remote
System control number
(OCoLC)872568755

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