The pressure on teachers to use data has become common place in schools as a result of the No Child Left Behind Act of 2001. This research explores the association between data-to-action process, critical thinking, and how one comes to know or understand by examining the actions teachers take when using data to make instructional decisions to better understand the relationship between teachers and their use of data. Elementary, middle school, and high school teachers in southwest Louisiana participated in an on-line survey that required them to rate their level of confidence on various data task. The study was unable to determine teachers’ confidence level at each knowledge dimension as teachers rated all of the tasks as high confidence or low confidence. This tells one that teachers see all data use tasks as either easy or difficult; there is no distinction between the levels of complexity. The data did show that teachers who have high confidence in using data when making instructional decisions were teachers that have more experience and have earned a higher degree. Teachers with higher levels of education and more experience are more confident in using data to make instructional decision, therefore; it is necessary for educational leaders to provide supports to teachers without the higher education and experience.
|Commitee:||Hoffman, Sharon, Slater, Robert|
|School:||University of Louisiana at Lafayette|
|School Location:||United States -- Louisiana|
|Source:||DAI-A 77/06(E), Dissertation Abstracts International|
|Keywords:||Data interpretation, Instructional decisions, Teacher roles|
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