Document Type

Dissertation

Date of Degree

Fall 2015

Degree Name

PhD (Doctor of Philosophy)

Degree In

Psychological and Quantitative Foundations

First Advisor

Kathy L. Schuh

Abstract

Previous research indicates that pre- and in-service teachers are not receiving adequate training to implement data-informed instructional decision making. This is problematic given the promise this decision making process holds for improving instruction and student learning. At the same time, many educators do not see the value of different types of assessment data (e.g. accountability data), and lack the knowledge, skills, and confidence to use available data to guide instructional decisions.

The purpose of this study was to conduct a formative evaluation of an online training designed to improve Iowa pre- and in-service teachers’ perceptions about data, data knowledge, skills and confidence working with data. The training along with a data literacy test was administered online to 29 pre-service teachers from two Iowa universities. A pre-post design was used to assess changes in these data constructs.

Results indicated that participants’ perceptions about external accountability data improved significantly after completing the training, as did their confidence working with data. However, most participants’ data performance were relatively stable pre-post training. A content analysis of responses pre-post revealed qualitative changes in some participants’ thinking about data.

Participants rated the value, effectiveness and quality of the training and complementary materials. Ratings were mostly positive, with participants signifying the training and materials as valuable and effective for enhancing their understanding of data as well as their confidence working with data. Participants also identified opportunities for improving the training. The author concludes with a discussion of the results, implications for future research, and how the study adds to the existing literature and informs practice.

Public Abstract

Previous research indicates that pre- and in-service teachers are not receiving adequate training to use data to inform instructional decisions. This is problematic given the promise this process holds for improving instruction and student learning. At the same time, many educators do not see the value of different types of assessment data (e.g. accountability data), and lack the confidence, knowledge, and skills to use data to guide instructional decisions.

The purpose of this study was to gather information about the effectiveness of an online training designed to improve Iowa pre- and in-service teachers’ perceptions about data, data knowledge, skills and confidence working with data. The training along with a data literacy test was administered online to 29 pre-service teachers from two Iowa universities. A pre-post design was used to assess the effectiveness of the training.

Results indicated that participants’ perceptions about external accountability data improved significantly after completing the training, as did their confidence working with data. However, most participants’ data performance were relatively stable pre-post training. An analysis of responses pre-post revealed changes in some participants’ thinking about assessment data.

Participants rated the value, effectiveness and quality of the training and complementary materials. Ratings were mostly positive, with participants signifying the training and materials as valuable and effective for enhancing their understanding of data as well as their confidence working with data. Participants also identified opportunities for improving the training. The author concludes with a discussion of the results, implications for future research, and how the study adds to the existing literature and informs practice.

Keywords

publicabstract, data informed decision making, data literacy, data use, pre-service teachers, self-efficacy

Pages

xii, 155

Bibliography

133-146

Copyright

Copyright 2015 Michelle Rogers

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