This research was designed to develop an instrument to evaluate how use of the Classroom Focused Improvement Process (CFIP) affected teachers' perceptions of using student data. The CFIP process requires that teacher teams regularly analyze student data, to strategically plan, reevaluate, and re-plan. Teams own achievement for all students. Ainsworth (2006) asserted teams must use collaboratively created short-cycle assessments to ensure common student growth. Data guide team-adjusted teaching, and professional development. Teacher belief in interim assessments' potential derives from formative assessment research, particularly studies demonstrating formative assessments and daily classroom feedback can improve teaching and student performance (Goertz, Olah, & Riggan, 2009). Engaging in this process, perhaps teachers can shift data perceptions from an accountability tool, to a means to improve student learning. The No Child Left Behind Act stipulated every child should test on-grade-level in reading and mathematics by 2014, evidenced by state standardized tests. Federal funding formulas required states to decrease achievement gaps, increase graduation rates, and prepare students for careers or college. The March 2010 draft Reauthorization of the ESEA stated teachers believe colleague collaboration is imperative to improve student achievement (USDE, 2010, p. 5), and Daniels (2009) testified that school structures must exist for teachers/administrators to analyze data and set goals. Additional research noted achievement gains when teachers examined student data in Professional Learning Communities (Aylsworth, 2012; Gallagher, Means, & Padilla, 2008; Galligan, 2011; Goddard, Hoy, & Hoy, 2000; Roberts, 2010). This research developed an instrument to discern CFIP's use in improving instruction and learning. The research design was a mixed methods concurrent design using survey research with quantitative analysis and open-ended qualitative questions, and qualitative structured, teacher interviews. Participants included 81 teachers from four CFIP and four non-CFIP elementary schools in two U.S.A. Mid-Atlantic suburban school systems. Conclusions indicated that value exists in pursuing research to discern if teacher teams using data literacy methods consistently and frequently can improve classroom instruction and student learning. Surveyed teachers identified the need and desire for more time for team data analysis and data literacy coaching. Educational leaders must consider providing this time and training for all teacher teams.
|Advisor:||Thrift, Gary L.|
|Commitee:||Fenster, Mark, Thomas, Ronald S.|
|School:||Notre Dame of Maryland University|
|Department:||Department of Education|
|School Location:||United States -- Maryland|
|Source:||DAI-A 76/07(E), Dissertation Abstracts International|
|Subjects:||Educational evaluation, Educational leadership|
|Keywords:||Classroom focused improvement process, Data literacy, Data protocol, Improving instruction, Professional learning communities, Teacher efficacy|
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