Dissertation/Thesis Abstract

State Data Directors and Their Perceptions of Student Performance Data across the Educational Environment
by Justis, Riley John, Ph.D., Central Michigan University, 2020, 182; 27999828
Abstract (Summary)

This interpretative phenomenological research study examined the perceptions and lived experiences of 6 state data directors from across America. This study was focused on the problem of state data director’s perception of student performance data and viewed this problem through the lens of the perception action theory. This theory allowed individual perception to be consider as a driver of action, thinking, and a way of knowing for each of the participants within the study. The findings identified the ways through which perception is considered within the role of state level educational administration and the ways in which perception is informed through individual lived experiences. As a result of this study four themes were identified, impacting the way in which perception is viewed, perception can be altered in critical populations, and the role that perception plays in the greater dynamic environment of policy setting and procedural decision making. Finally, through this study the researcher proffers ways through which both scholarship and practice can be modified to positively impact learning outcomes for students in classrooms across the American education environment.

Indexing (document details)
Advisor: Klocko, Barbara A.
Commitee: Harris, Douglas, Partlo, Margret
School: Central Michigan University
Department: EdD - Educational Leadership
School Location: United States -- Michigan
Source: DAI-A 82/1(E), Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Educational leadership, Information science
Keywords: Data perception, Perception-action relationship, State data director, Student performance data
Publication Number: 27999828
ISBN: 9798662401525
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