Date of Conferral

2023

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Maureen Ellis

Abstract

A large suburban school system in the mid-Atlantic United States identified the Data Wise Improvement Process (DWIP) as a systemic strategy to achieve the district-wide goal of student achievement for college and career readiness. Elementary science teachers marginally participated in school-based instructional team meetings to analyze student data. The purpose of this qualitative case study was to understand teacher perceptions of working with colleagues in a collaborative learning environment focused on shared student data. Adult learning theory, social constructivist theory, and collaborative inquiry practices served as the conceptual framework for this study. Data were collected through an electronic web-based survey with five Grade K–5 science teachers and a focus group with four Grade K–5 science teachers. The data were examined through inductive analysis, and seven themes emerged: (a) teachers have a working knowledge of DWIP and collaborative planning, (b) teachers’ new skills and knowledge impact their individual practice, (c) teachers’ colleagues display adverse behaviors in collaborative sessions, (d) central office personnel impact teachers’ collaborative inquiry processes, (e) teachers value student data for flexible decision making, (f) teachers identify supportive principal behaviors related to collaborative inquiry, and (g) teachers identify adverse principal behaviors related to collaborative inquiry. Based on the findings, a 3-day professional development module was created to enhance teacher and school administrator collaboration regarding student work. Positive social change may occur through a shared commitment of teachers and school administrators focusing on collaboration around student data for improved teaching practices and student outcomes.

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