The purpose of this single embedded case study was to examine how a district data team coordinated by the central office influenced the data driven culture in the district’s schools that receive Title I funding. The conceptual framework is centered on conducting the process of data driven decision-making through collaborative leadership and data analysis for the purpose of educational change. The research questions guided the investigation to discover how teachers and administrators are using data to make decisions, their perception of data driven decision-making, and the impact made by central office and building leadership to initiate the change to a data driven culture.
A qualitative data collection process included semi-structured, open-ended individual, and focus group interviews with data team and non-data team participants, as well as an in-depth examination of district documents. The findings of the district document analysis illustrated an understanding in the district that teachers and administrators should be using data; however, the absence of proof regarding the expectations to use data in the district policies and strategic plan demonstrates the lack of a strong commitment to build a convincing data culture. The findings from the qualitative data indicated that the central office and the schools matter equally to the use of data and building a data culture in Title I schools. The reciprocal relationship between the central office and schools described in the discussion will strengthen the original central office initiated district data team through changes in policy, professional development, and providing time for collaboration.
|Commitee:||Billen, John, Manning, JoAnn|
|School Location:||United States -- New Jersey|
|Source:||DAI-A 76/05(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, School administration|
|Keywords:||Analysis, Data, Data-driven decision-making, Educational change, Evidence, Professional learning community|
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