Perceptions of Teachers about Using and Analyzing Data to Inform Instruction

Perceptions of Teachers about Using and Analyzing Data to Inform Instruction by Lateasha M. Harris EdS, Walden University, 2014 MA, University of Phoenix, 2008 BS, Morris College, 2003 Project Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University June 2018 Abstract Monitoring academic progress to guide instructional practices is an important role of teachers in a small rural school district in the Southern United States. Teachers in this region were experiencing difficulties using the approved school district model to implement data-driven instruction. The purpose of this qualitative case study was to identify elementaryand middle-level teachers’ perceptions about using the Plan, Do, Study, Act (PDSA) model to analyze data in the classroom and use it to inform classroom instruction. Bambrick-Santoyo’s principles for effective data-driven instruction was the conceptual framework that guided this study. The research questions were focused on teachers’ perceptions of and experiences with the PDSA. A purposeful sampling was used to recruit 8 teachers from Grades 3-9 and their insights were captured through semistructured interviews, reflective journals, and document analyses of data walls. Emergent themes were identified through an open coding process, and trustworthiness was secured through triangulation and member checking. The themes were about using data to assess students, creating lessons, and collaborating with colleagues. The three findings revealed that elementaryand middle-level teachers acknowledge PDSA as an effective tool for guiding student learning, that teachers rely on assessment data, and that teachers need on-going collaborative engagement with their colleagues when using the PDSA. This study has implications for positive social change by providing a structure for improving classroom instructional practices and engaging teachers in more collaborative practices.Monitoring academic progress to guide instructional practices is an important role of teachers in a small rural school district in the Southern United States. Teachers in this region were experiencing difficulties using the approved school district model to implement data-driven instruction. The purpose of this qualitative case study was to identify elementaryand middle-level teachers’ perceptions about using the Plan, Do, Study, Act (PDSA) model to analyze data in the classroom and use it to inform classroom instruction. Bambrick-Santoyo’s principles for effective data-driven instruction was the conceptual framework that guided this study. The research questions were focused on teachers’ perceptions of and experiences with the PDSA. A purposeful sampling was used to recruit 8 teachers from Grades 3-9 and their insights were captured through semistructured interviews, reflective journals, and document analyses of data walls. Emergent themes were identified through an open coding process, and trustworthiness was secured through triangulation and member checking. The themes were about using data to assess students, creating lessons, and collaborating with colleagues. The three findings revealed that elementaryand middle-level teachers acknowledge PDSA as an effective tool for guiding student learning, that teachers rely on assessment data, and that teachers need on-going collaborative engagement with their colleagues when using the PDSA. This study has implications for positive social change by providing a structure for improving classroom instructional practices and engaging teachers in more collaborative practices. Perceptions of Teachers about Using and Analyzing Data to Inform Instruction by Lateasha M. Harris EdS, Walden University, 2014 MA, University of Phoenix, 2008 BS, Morris College, 2003 Project Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University June 2018 Dedication I dedicate this doctoral study to my husband Richard Harris, who has been supportive throughout this entire process. Thank you for keeping the family grounded throughout the tough times and being patient with me as I continued to push through this tough journey. By far this is the most challenging task I have ever encountered. I could not have done it without your support. I also dedicate this to my four children Jason, Ravon, Divine, and Layla. I want you all to know that anything is possible when you put God first, work hard, and take one step at a time to complete your goals. As I worked on this many, many late nights, I wanted to give up, but watching you all sleep as I worked gave me the motivation to persevere. I would also like to dedicate this to my parents, Annie Mae and Cliff. Thank you for buying me that chalkboard that I really wanted for Christmas when I was a kid, it paved the way for my destiny. Cliff, although you are not here to witness this, I want you to know that you have inspired my love for teaching. Lastly, this is dedicated to my 18year-old nephew, Johnte’, who was killed while I was trying to complete this journey. I love you all! Acknowledgments I would like to extend special thanks to my Chair, Dr. Lafferty, who challenged me and helped me all along the way. I have learned so much with your guidance. I appreciate your tough love and honesty about my work. It has truly made me grow as a scholar. I will forever be thankful for your hard work and commitment. I would like to extend my gratitude to my second committee member, Dr. Myers. I thank you for dedicating your time and providing prompt, timely feedback to improve my writing further. Your perspective forced me to be more reflective as I moved forward. You are very knowledgeable, and you have truly enhanced this learning experience. To my URR, Dr. Ellis, none of this would be possible without a great team. You are a perfect fit and asset to this team. It is with great humility that I acknowledge and share my appreciation for this team’s collective knowledge during this process. Thank you all for your dedication and sharing your expertise with me. I plan to pay it forward as I excel in my career in education. Thank you, Ma-Adria, for always making me feel special and encouraging me to want more. Lastly, I want to thank my husband for being so patient with me throughout this whole process. I know it has been very hard at times, but I thank you for cooking, cleaning, and being available when I needed you most.