Piloting without a flight plan: Data use in professional learning communities.

Format:

Book

Thesis/Dissertation

Author/Creator:

Rhude-Faust, Mary Kaye.

Contributor:

University of Pennsylvania.

Language:

English

Subjects (All):

Education, Elementary.

School management and organization.

0514.

0524.

Local Subjects:

0514.

0524.

Physical Description:

144 pages

Contained In:

Dissertation Abstracts International 72-12A.

System Details:

Mode of access: World Wide Web.

text file

Summary:

This study examines the reform efforts of one elementary school as they worked together in teams to analyze data and improve the performance of theirs students. The school's intent was to provide teachers with time to discuss data and seek solutions for increasing test scores. The team meetings formed the social context in which I examined the behavioral norms and cultural tools that mediated or helped teachers use data for making decisions about improving student performance, In particular, the study focused on four central questions: (1) What are the practices around data in professional learning communities? (2) In what ways do team meetings inform teachers' use of data? (3) What are the behavioral norms (rules and routines) of interaction in team meetings that enhance or inhibit teachers' use of data? (4) What are the cultural tools within team meetings that afford or constrain teachers' use of data?

To address these questions, I observed the piloting of data teams in an elementary school with low PSSA scores, surveyed teachers on the teams, and interviewed team members and school leaders. The findings indicate that, while teachers were encouraged to believe that they were crafting a reform movement in the district, they were largely part of its implementation. Some teachers were puzzled by the notion of data teams, including the purpose and goals of the meetings, which led to uncertainty about their roles and responsibilities on the team. Other teachers helped in forming data teams in their school by using and shaping policies, data, and other tools. I offer the findings from this study as a contribution to the current body of professional learning community research concerning data-informed decision-making by teachers.

Notes:

Source: Dissertation Abstracts International, Volume: 72-12, Section: A, page: 4424.

Adviser: Jonathan A. Supovitz.

Thesis (Ed.D.)--University of Pennsylvania, 2011.

Local Notes:

School code: 0175.

ISBN:

9781124899701

Access Restriction:

Restricted for use by site license.