Supports that facilitate teacher data use in schools

dc.contributor.advisorWayman, Jeffrey C.en
dc.creatorJohnston, Mary Theresaen
dc.date.accessioned2010-02-01T16:46:14Zen
dc.date.available2010-02-01T16:46:14Zen
dc.date.issued2009-05en
dc.descriptiontexten
dc.description.abstractThis study examined supports that facilitate teacher data use in schools. The purpose of this work was to extend the base of knowledge of general supports for teacher data use, leadership supports for teacher data use, and technology supports for teacher data use. Three research questions guided the study to determine those supports necessary for teachers to be successful in data use: (a) What general data supports exist for teacher data use in schools, (b) what leadership supports exist for teacher data use in schools, and (c) what technology supports exist for teacher data use in schools? A qualitative and quantitative data collection process with a single-case study approach included individual interviews, focus groups, and a survey instrument. The data from these components were coded, analyzed, and organized into themes and implications by implementing the 6-step constant-comparative model. This mixed methods process provided a thorough evaluation of findings to answer the research questions. Two implications were found during the study. First, structures and systems for data use must be intentional in order to support teacher data use in schools. Contributing to the intentionality is time for collaboration; professional development to build teacher capacity; and clearly aligned district vision, mission, and goals. Second, technology support in the classroom is integral to effective data use by teachers. This support manifests in hardware support and personnel support. Hardware includes having the appropriate system that maintains the students, timely access to data and a user-friendly format. Personnel support refers to the integration of technology into teaching and learning, teacher-to-teacher support, and an alleviation of distrust through positive interaction with data. Further analysis revealed implications for practice, including the importance of creating structures and developing a plan for data use.en
dc.description.departmentEducational Administrationen
dc.format.mediumelectronicen
dc.identifier.urihttp://hdl.handle.net/2152/6842en
dc.language.isoengen
dc.rightsCopyright is held by the author. Presentation of this material on the Libraries' web site by University Libraries, The University of Texas at Austin was made possible under a limited license grant from the author who has retained all copyrights in the works.en
dc.subjectTeachersen
dc.subjectEducationen
dc.subjectData useen
dc.subjectSupport technologyen
dc.subjectTechnology and teachingen
dc.subjectTeacher data useen
dc.titleSupports that facilitate teacher data use in schoolsen
thesis.degree.departmentEducational Administrationen
thesis.degree.disciplineEducational Administrationen
thesis.degree.grantorThe University of Texas at Austinen
thesis.degree.levelDoctoralen
thesis.degree.nameDoctor of Educationen
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