Dissertation/Thesis Abstract

Development and evaluation of an instrument to assess data-informed instructional practice
by Adamson, Linda S., Ed.D., The Johns Hopkins University, 2008, 267; 3309798
Abstract (Summary)

This effort documents the design, validation, and evaluation of an eight-component instrument to assess the quality of data-informed instructional (DII) processes, related to action research. The initial design of a DII Process Instrument was based on the professional literature regarding effective teaching practices and action research. Feedback from thirty educators in diverse roles was integrated into the design of the instrument to establish face and construct validity. Instrument concurrent validity and reliability were established by comparing the DII Process Instrument to an existing tool and by conducting an inter-rater reliability study. The DII Process Instrument was then evaluated for its ability to differentiate levels of student achievement produced in DII projects carried out by elementary and secondary pre-service teachers in a Master of Arts in Teaching program at a major research university. The instrument was shown to reliably differentiate positive from negative/indeterminate levels of student achievement in target areas of interest. In addition, study results identified a data set of three of the eight DII Process Instrument components as predicting student achievement: (1) a description of context, a student needs assessment, and alignment of student needs with a school goal; (2) a description of the delivery of an instructional intervention; and (3) evidence of the use of formative data to inform the ongoing intervention. It is anticipated that subsequent research will extend the study of the DII Process Instrument to test its validity and reliability across university and school settings, grade levels, subjects, project formats, and other variables. Further refinement of this tool should assist pre- and in-service teachers, teacher educators, and school leaders in supporting teachers' ability to improve the academic results of diverse students in all grades and subjects.

Indexing (document details)
Advisor: Pajak, Edward F.
School: The Johns Hopkins University
School Location: United States -- Maryland
Source: DAI-A 69/04, Dissertation Abstracts International
Subjects: Teacher education, Curriculum development
Keywords: Action research, Data-informed instruction, School improvement, Teacher education, Teacher effectiveness, Teacher research
Publication Number: 3309798
ISBN: 978-0-549-57827-7
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