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How data application impacts basic s...

Tucker, Charles Alan.

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How data application impacts basic skills program success: An action research study.

Record Type:	Electronic resources : Monograph/item
Title/Author:	How data application impacts basic skills program success: An action research study./
Author:	Tucker, Charles Alan.
Description:	135 p.
Notes:	Source: Dissertation Abstracts International, Volume: 75-05(E), Section: A.
Contained By:	Dissertation Abstracts International75-05A(E).
Subject:	Adult education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3610417
ISBN:	9781303701665

How data application impacts basic skills program success: An action research study.
Tucker, Charles Alan.

How data application impacts basic skills program success: An action research study. - 135 p.

Source: Dissertation Abstracts International, Volume: 75-05(E), Section: A.

Thesis (Ed.D.)--Capella University, 2014.

Accountability is an ever-growing component of successful educational institutions and programs and data-informed decision making and classroom practices are essential components for ensuring the achievement of those accountability measures. These thoughts are no truer than in basic skills and literacy programs. The Office of Vocational and Adult Education (OVAE), a division of the Department of Education, sets goals for each state in the areas of student educational progress, vocational transition, and postsecondary transition for literacy programs to strive towards. This project sought to answer the question, "What impact do data-driven decision making processes in basic skills classrooms have on basic skills student learning success, as measured through educational functioning level gains?" The project attempted to evaluate the impact that employing new, data-informed decision making processes, within a basic skills program would have on student progress, as defined by OVAE's Educational Functioning Levels (EFL's). The study employed a quasi-experimental design in which a pilot class was armed with two data collection, and evaluation, tools to help guide instruction, class preparation, and posttesting practices. This report analyzes the results of that implementation and discusses possible pitfalls that could hinder accountability results despite above average training and teaching practices. The tables and figures show detailed statistical comparisons between baseline classes from 2012 as well as a control and pilot classes in 2013. The pseudo-experimental model provides a quantitative assessment of the level of impact that the data-driven processes had on the pilot class in 2013.

ISBN: 9781303701665Subjects--Topical Terms:

543202
Adult education.

How data application impacts basic skills program success: An action research study.
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245 1 0 $a How data application impacts basic skills program success: An action research study.
300 $a 135 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-05(E), Section: A.
500 $a Adviser: Elena Kays.
502 $a Thesis (Ed.D.)--Capella University, 2014.
520 $a Accountability is an ever-growing component of successful educational institutions and programs and data-informed decision making and classroom practices are essential components for ensuring the achievement of those accountability measures. These thoughts are no truer than in basic skills and literacy programs. The Office of Vocational and Adult Education (OVAE), a division of the Department of Education, sets goals for each state in the areas of student educational progress, vocational transition, and postsecondary transition for literacy programs to strive towards. This project sought to answer the question, "What impact do data-driven decision making processes in basic skills classrooms have on basic skills student learning success, as measured through educational functioning level gains?" The project attempted to evaluate the impact that employing new, data-informed decision making processes, within a basic skills program would have on student progress, as defined by OVAE's Educational Functioning Levels (EFL's). The study employed a quasi-experimental design in which a pilot class was armed with two data collection, and evaluation, tools to help guide instruction, class preparation, and posttesting practices. This report analyzes the results of that implementation and discusses possible pitfalls that could hinder accountability results despite above average training and teaching practices. The tables and figures show detailed statistical comparisons between baseline classes from 2012 as well as a control and pilot classes in 2013. The pseudo-experimental model provides a quantitative assessment of the level of impact that the data-driven processes had on the pilot class in 2013.
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