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Dissertation/Thesis Abstract

A Mixed Methods Bounded Case Study: Data-Driven Decision Making within Professional Learning Communities for Response to Intervention
by Rodriguez, Gabriel R., Ed.D., University of Louisiana at Lafayette, 2017, 207; 10271885
Abstract (Summary)

Rodriguez, Gabriel R. Bachelor of Science, University of Southwestern Louisiana, Spring 1999; Bachelor of Arts, University of Louisiana at Lafayette, Spring 2005; Master of Education in Educational Leadership, University of Louisiana at Lafayette, Fall 2007; Doctor of Education, University of Louisiana at Lafayette, Spring 2017 Major: Educational Leadership Title of Dissertation: A Mixed Methods Bounded Case Study: Data-driven Decision Making Within Professional Learning Communities for Response to Intervention Dissertation Director: Dr. Dianne F. Olivier Pages in Dissertation: 206; Words in Abstract: 196 ABSTRACT A growing number of schools are implementing PLCs to address school improvement, staff engage with data to identify student needs and determine instructional interventions. This is a starting point for engaging in the iterative process of learning for the teach in order to increase student learning (Hord & Sommers, 2008). The iterative process of data-driven decision making within PLCs may isolate true PLCs into simplified data meetings, while a professional learning community can more accurately be described as a process (Jessie, 2007). The purpose of this study was to examine how data are used within the professional learning community process for Response to Intervention (RTI). Thus, the overarching research question guiding this study is, to what extent do teachers use data-driven decision making in Professional Learning Communities for Response to Intervention? To develop rich descriptions of Data-driven decision making, PLCs, and Response to Intervention, one-on-one face to face interviews were conducted with each school principal in the district. Additionally, focus group interviews with teachers at each school provided rich descriptions related to the three key constructs. Perceptions of Professional Learning Communities were also collected through a quantitative survey method to describe the district’s engagement in PLCs.

Indexing (document details)
Advisor: Olivier, Dianne F.
Commitee: Campbell, Kathleen, Trahan, Mitzi P.
School: University of Louisiana at Lafayette
Department: Educational Leadership
School Location: United States -- Louisiana
Source: DAI-A 79/03(E), Dissertation Abstracts International
Subjects: Educational tests & measurements, Educational leadership, Education
Keywords: Data, Decision-making, Intervention, Professional learning communities, Progress monitoring, Response to intervention
Publication Number: 10271885
ISBN: 978-0-355-52042-2
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