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ERIC Number: ED548543
Record Type: Non-Journal
Publication Date: 2012
Pages: 107
Abstractor: As Provided
ISBN: 978-1-2674-2460-0
An Analysis of How Data-Driven Instruction and Teacher Collaboration Affect Student Learning and Teacher Effectiveness
Perez, Jason R.
ProQuest LLC, D.Ed. Dissertation, Capella University
Teacher isolation, curriculum overload, and a lack of education direction are recognized weaknesses in traditional schools. While many schools recognize the need for reform, few can navigate their way through the changes that must take place for reform to happen. Teachers regularly struggle with recognizing the specific strengths and weaknesses of the students in their classrooms. In order for all students to succeed, educators must change their mindset so learning is individualized. This research topic encompassed the use of professional learning communities, interventions for low performing students, and the use of data-driven instruction within the classroom setting. For a school striving to establish a strong culture of learning, developing curriculum and collaboration practices is crucial for setting the tone within the school faculty. This study was designed to show the process involved in implementing data-driven instruction through formative assessments and how that information improves teacher collaboration. Explaining this journey can open another avenue in action science theories when they are related to education reform by offering a basic roadmap for others to follow. Change theories may also be affected by the outcomes when faculties choose this method of instruction and collaboration. By focusing on a mutually agreed-upon educational initiative and using a systemic change model, real work can be accomplished and even sustained. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A