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ERIC Number: EJ831307
Record Type: Journal
Publication Date: 2007
Pages: 8
Abstractor: ERIC
Reference Count: 28
ISSN: ISSN-1931-6569
Improving Instructions Using a Data Analysis Collaborative Model
Good, Rebecca B.; Jackson, Sherion H.
AASA Journal of Scholarship & Practice, v4 n3 p34-41 Fall 2007
As student data analysis reports become more sophisticated, these reports reveal greater details on low performance skills. Availability of models and programs depicting detailed instructions or guidance for utilizing data to impact classroom instruction, in an effort to increase student achievement, has been lacking. This study examines the relationship between using the Data Collaborative Model (DCM), and student achievement through the Texas state assessment (Texas Assessment of Knowledge and Skills--TAKS) passing rates in math and reading in order to provide data concerning DCM impact. DCM is a process of utilizing data analysis to guide instructional decision-making for improvement. The DCM assembles assessment literacy, reflective practices and professional development into a four-component process. The sub-components include assessing students, reflecting over data, professional dialogue, professional development for the teachers and interventions for students based on data results, and reassessing to measure the impact of the changes made in both teacher practice and student interventions. The study focuses on whether the DCM process and tools changed teacher practice enough to impact student achievement. (Contains 2 tables.)
American Association of School Administrators. 801 North Quincy Street Suite 700, Arlington, VA 22203-1730. Tel: 703-528-0700; Fax: 703-841-1543; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas