Date of Conferral

2021

Degree

Ph.D.

School

Education

Advisor

Steven Wells

Abstract

Federal law requires schools to conduct formative, summative, and diagnostic assessments to inform instructional strategies. However, the collection of student accountability compliance data has not always resulted in improved student academic achievement. The research problem addressed in this study is that little is understood about how data team discussions influence elementary teachers’ instructional adjustments. The purpose of this basic qualitative study is to gain an in-depth understanding of elementary teacher and leader perceptions of how data team discussions influence teachers’ data-driven decision making (DDDM) instructional adjustments. The conceptual framework for this study is based on the theory of planned behavior, which holds that attitude toward the behavior, subjective norms, and perceived behavioral control influence teachers’ DDDM instructional adjustment intentions. Research questions explored how elementary teachers and school leaders perceive the influence of data team discussions on teachers’ DDDM instructional adjustments. Data sources included semistructured interviews with 11 elementary teachers and five school leaders, which were analyzed qualitatively through a priori and open coding, followed by thematic analysis. The findings revealed that teachers’ instructional adjustments were positively influenced when teachers take ownership of their data but negatively influenced by limited access to valid and timely student data due to the global pandemic. The study results may contribute to a positive social change when elementary stakeholders make informed decisions on data team discussions and teacher instructional adjustments, which in turn can help improve student outcomes.

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