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Elementary Teachers' Use of Data-Driven Instructional Practices.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Elementary Teachers' Use of Data-Driven Instructional Practices./
作者:	Tucker, Kristi Cathcart.
面頁冊數:	1 online resource (132 pages)
附註:	Source: Dissertations Abstracts International, Volume: 84-02, Section: A.
Contained By:	Dissertations Abstracts International84-02A.
標題:	Curriculum development. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29261452click for full text (PQDT)
ISBN:	9798837537820

Elementary Teachers' Use of Data-Driven Instructional Practices.
Tucker, Kristi Cathcart.

Elementary Teachers' Use of Data-Driven Instructional Practices. - 1 online resource (132 pages)

Source: Dissertations Abstracts International, Volume: 84-02, Section: A.

Thesis (Ed.D.)--Walden University, 2022.

Includes bibliographical references

A school in South Carolina developed a strategic plan to implement a professional learning community structure in the school, where teachers work together to evaluate student data to improve instruction. However, teachers at the school did not understand how to use data-driven instructional practices to drive classroom instruction. The purpose of this study was to explore understanding of elementary teachers at this school in South Carolina how to use data-driven instructional practices. The framework for this study was the learning target theory of action, focusing on researching the data-driven instructional practices teachers used when working with data. The research questions were created to explore the data-driven instructional practices teachers at this school in South Carolina used and how they perceived the practices in their classrooms. A basic qualitative research design was used, and 10 semi structured interviews were conducted with kindergarten through fifth-grade teachers. The interviews were transcribed, and open coding was used to identify common themes. Teachers at the study site used a variety of assessment data to guide classroom practices, but few teachers could provide a clear account regarding their data collection methods. Based on the teacher documentation provided during the interviews, a 3-day professional development was created for collecting, recording, and using formative assessments. This study supports positive social change by providing teachers with strategies to collect and use formative assessment data to improve student performance on district and state testing.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798837537820Subjects--Topical Terms:

684418
Curriculum development.
Subjects--Index Terms:

Elementary teachersIndex Terms--Genre/Form:

542853
Electronic books.

Elementary Teachers' Use of Data-Driven Instructional Practices.
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