This mixed-method study is a formative evaluation of the implementation of the Leadership and Learning Center's Data Team model in 36 elementary schools from a large urban district conducted in Spring 2007 through: (a) a survey given to principals that examined implementation district-wide using descriptive statistical analysis, (b) an interview of one Data Team, and (c) a written student survey. Open-ended questions yielded qualitative results to describe the impact of implementation on stakeholders. Results were analyzed following a comprehensive review of the literature on: (a) data-driven decision-making, (b) shared leadership, (c) professional learning communities, and (d) professional development. Conclusions are that adult Data Team participation improves teacher focus and accountability on many levels and also student achievement, engagement, and motivation.
|School Location:||United States -- Illinois|
|Source:||DAI-A 69/10, Dissertation Abstracts International|
|Subjects:||Educational administration, Teacher education, Curriculum development|
|Keywords:||Accountability, Collaboration, Data-driven decision-making, District change, Leadership, Professional development, Professional learning communities|
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