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ERIC Number: ED549288
Record Type: Non-Journal
Publication Date: 2012
Pages: 301
Abstractor: As Provided
ISBN: 978-1-2672-6397-1
Using Student Achievement Data Effectively to Inform Instruction
Bunns, Sandra D.
ProQuest LLC, Ed.D. Dissertation, Walden University
The use of student achievement data to improve teaching and learning is a national concern driven by accountability requirements of the No Child Left Behind Act of 2002. Research studies that examine how schools use student achievement data document the need for teachers to connect data to instructional practices. Bruner's social constructivist learning theory and characteristics of effective use of data from past and recent literature serve as the conceptual framework for this qualitative case study which addresses the local problem of teachers not using student achievement data effectively to inform instructional practices. The solution to this problem could result in improved school performance for the school in this study. The overarching research question that guided this study was what strategies or techniques teachers need to enable them to use student achievement data effectively for the benefit of the children involved. Data collection took place through teacher interviews, a focus group, and observations of teacher meetings. Triangulated data analysis included descriptive coding and categorizing of patterns, themes, and relationships in the information gathered from participants. Findings revealed that teachers believed they needed more professional development in the form of data systems training and data analysis. This professional development project can promote positive social change through more purposeful and meaningful conversations about data among teachers and can be adapted by other schools in the district to help meet the learning needs of all students. This project study can potentially lead to increased collaborative instruction in schools, increased student achievement, and a stronger data use culture. [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: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001