Date of Conferral

2020

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Patricia Anderson

Abstract

A rural Midwestern school district the Measures of Academic Progress (MAP) adaptiveassessment did not yield the expected improvements in student outcomes. Therefore, the purpose of this qualitative study was to better understand teacher practice regarding MAP implementation. The conceptual framework was based on Fullan and Langworthy’s change theory. The three research questions focused on how teachers use individual student MAP data to design learning experiences, how teachers engage in professional learning about MAP, and how teachers work with students to set learning goals. Data were collected in a rural school district in the midwestern United States, through interviews of 12 classroom teachers of K-12 English Language Arts, mathematics, and science, chosen through purposeful sampling and evenly divided among primary, intermediate, middle, and high school levels. Data were analyzed using open and axial coding to identify themes from the interview transcripts. Results indicated that: (a) most teachers used MAP scores to remediate for students who were behind or to track progress, not to change their instruction; (b) professional development was inconsistent when MAP was implemented and may not have provided teachers with the skills necessary to use MAP to its full potential; and, (c) goal-setting strategies with students varied from teacher to teacher. Results suggested that intentional teacher training in applications of data might increase student outcomes, but that more research is needed in how MAP is used to guide everyday instructional practice. This study may lead to positive social change because teachers and administrators may apply the findings regarding barriers to the success of MAP to improve MAP usage in ways that are effective in improving student outcomes.

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