Log in

Relevant bibliographies by topics / Dataâdriven instruction / Dissertations / Theses

To see the other types of publications on this topic, follow the link: Dataâdriven instruction.

Dissertations / Theses on the topic 'Dataâdriven instruction'

Author: Grafiati

Published: 4 June 2021

Last updated: 15 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 23 dissertations / theses for your research on the topic 'Dataâdriven instruction.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.

1

Short, Donna. "Data-Driven Instruction Use for Residency II Candidates After Clinical Instruction." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7193.

Full text

Abstract:

Residency II teacher candidates seeking education licensure at the southeastern public state university had low evaluation scores on their ability to provide feedback and modify instruction based on assessment. The purpose of this qualitative case study was to explore how 27 Residency II teacher candidates modified instruction based on assessment data during their field experience as indicated by the Tennessee Educator Acceleration Model (TEAM), Educational Teacher Performance Assessment (edTPA) Rubric 15 score, and self-reported qualitative surveys. The focus of the research questions include

APA, Harvard, Vancouver, ISO, and other styles

2

Butler, Stephanie T. "Is Quantitative Data-Driven instruction appropriate in visual arts education?" Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1587885.

Full text

Abstract:

<p>The use of quantitative data-driven instruction and assessment in the visual arts curriculum could impact the outcome of student creativity if employed within the visual arts, a content area that uses primarily qualitative pedagogy and assessment. In this paper I examine the effect upon measured creativity resulting from the use of Quantitative Data-Driven Assessment compared to the use of Authentic Assessment in the Visual Arts curriculum. This initial experimental research exposed eighth grade Visual Arts students to Authentic Assessment in one group, and Quantitative Data-Driven Asses

APA, Harvard, Vancouver, ISO, and other styles

3

Harris, Lateasha Monique. "Perceptions of Teachers about Using and Analyzing Data to Inform Instruction." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5469.

Full text

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 elementary- and 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 wa

APA, Harvard, Vancouver, ISO, and other styles

4

Morrison-Danner, Dietrich A. "Principal leadership strategies| Reforming literacy instruction through data-driven decision-making." Thesis, Hampton University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3629584.

Full text

Abstract:

<p> This qualitative study explored principals' leadership strategies and decision-making in literacy instruction. One-to-one interviews, a focus group, and a review of documents were the sources of data for the study. Themes emerging from the investigation were data-driven decision-making, asking essential questions, distributed leadership, modeling data use and literacy strategies, strategic communications, reflective leadership, focusing on instructional improvement and student achievement, structuring time to support literacy and use of data, and offering professional development opportuni

APA, Harvard, Vancouver, ISO, and other styles

5

James, Rebecca C. "A Multi-Site Case Study: Acculturating Middle Schools to Use Data-Driven Instruction for Improved Student Achievement." Diss., Virginia Tech, 2010. http://hdl.handle.net/10919/30100.

Full text

Abstract:

In the modern era of high-stakes accountability, test data have become much more than a simple comparison (Schmoker, 2006; Payne & Miller, 2009). The information provided in modern data reports has become an invaluable tool to drive instruction in classrooms. However, there is a lack of good training for educators to evaluate data and translate findings into solid practices that can improve student learning (Blair, 2006; Dynarski, 2008; Light, Wexler, & Heinze, 2005; Payne & Miller, 2009). Some schools are good at collecting data, but often fall short at what to do next. It is the role

APA, Harvard, Vancouver, ISO, and other styles

6

Morton, Beth A. "The Effect of a Data-Based Instructional Program on Teacher Practices: The Roles of Instructional Leadership, School Culture, and Teacher Characteristics." Thesis, Boston College, 2016. http://hdl.handle.net/2345/bc-ir:107100.

Full text

Abstract:

Thesis advisor: Henry I. Braun<br>Data-based instructional programs, including interim assessments, are a common tool for improving teaching and learning. However, few studies have rigorously examined whether they achieve those ends and contributors to their effectiveness. This study conducts a secondary analysis of data from a matched-pair school-randomized evaluation of the Achievement Network (ANet). Year-two teacher surveys (n=616) and interviews from a subset of ANet school leaders and teachers (n=40) are used to examine the impact of ANet on teachers’ data-based instructional practices a

APA, Harvard, Vancouver, ISO, and other styles

7

Small, LaCee M. "Effects of data-driven instruction and goal setting on science learning and test scores." Montana State University, 2012. http://etd.lib.montana.edu/etd/2012/small/SmallL0812.pdf.

Full text

Abstract:

Data-driven instruction and goal setting are by no means new to the field of education. This study examined how data-driven instruction combined with student goal setting affected test scores and student engagement as well as how it affected my teaching practices. Analysis of surveys, test scores, journals, interviews and observation protocols indicate that while there was no significant improvement in student engagement in science as observed by teachers and self-reported by students, test scores did increase and students enjoyed the goal setting process and felt that it helped their learning

APA, Harvard, Vancouver, ISO, and other styles

8

Rowe, Daniel Taylor. "Using Graphics, Animations, and Data-Driven Animations to Teach the Principles of Simple Linear Regression to Graduate Students." BYU ScholarsArchive, 2004. https://scholarsarchive.byu.edu/etd/6.

Full text

Abstract:

This report describes the design, development, and evaluation of the Simple Linear Regression Lesson (SLRL), a web-based lesson that uses visual strategies to teach graduate students the principles of simple linear regression. The report includes a literature review on the use of graphics, animations, and data-driven animations in statistics pedagogy and instruction in general. The literature review also summarizes the pertinent instructional design and development theories that informed the creation of the lesson. Following the literature review is a description the SLRL and the methodologies

APA, Harvard, Vancouver, ISO, and other styles

9

Sorrells, Michelle Lynnette. "Data-Driven Decision Making about Single-Sex Instructional Grouping at an Elementary School." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6485.

Full text

Abstract:

Administrators at a Southeastern elementary school eliminated single-sex instructional grouping in 5th-grade classes without a proper analysis of all available data and later reflected upon whether this instructional model should be revived. Because data-based decisions may positively improve teaching and learning for all stakeholders, the purpose of this qualitative case study was to explore all available data leading to this decision, inform stakeholders about the decision-making processes in the local school, and provide data to inform future decisions. Conceptually framed with Mandinach's

APA, Harvard, Vancouver, ISO, and other styles

10

Götze, Jana. "Talk the walk : Empirical studies and data-driven methods for geographical natural language applications." Doctoral thesis, KTH, Tal, musik och hörsel, TMH, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-186358.

Full text

Abstract:

Finding the way in known and unknown city environments is a task that all pedestrians carry out regularly. Current technology allows the use of smart devices as aids that can give automatic verbal route directions on the basis of the pedestrian's current position. Many such systems only give route directions, but are unable to interact with the user to answer clarifications or understand other verbal input. Furthermore, they rely mainly on conveying the quantitative information that can be derived directly from geographic map representations: 'In 300 meters, turn into High Street'. However, hu

APA, Harvard, Vancouver, ISO, and other styles

11

Schuler, Kristina K. "The Impact of High-Stakes Accountability on Instructional Leadership and Data-Driven Decision-Making." Thesis, University of Missouri - Columbia, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10629017.

Full text

Abstract:

<p> This qualitative, multi-case study was designed to examine the impact high-stakes accountability and data-driven decision making has had on administrators and teacher leaders. Serving as the conceptual framework, instructional leadership theory is defined as a multitude of relationships, behaviors, and responsibilities that directly impact student achievement (O’Donnell & White, 2005; Bottoms & Fry, 2009). The researcher utilized instructional leadership theory as lens to explore the participants’ thoughts, feelings and perceptions with respect to the implementation of

APA, Harvard, Vancouver, ISO, and other styles

12

Napier, Percy. "The Influence of Participation in Structured Data Analysis on Teachers' Instructional Practice." Thesis, Boston College, 2011. http://hdl.handle.net/2345/2651.

Full text

Abstract:

Thesis advisor: Diana Pullin<br>The current high stakes testing environment has resulted in intense pressure on schools to become more data-driven. As a result, an increasing number of schools are implementing systems where teachers and school leaders collaboratively analyze assessment data and use the results to inform instructional practice. This study examined how teacher participation in the analysis of assessment data influences instructional outcomes. It also examined how levels of capacity in the areas of data use, professional learning, and leadership interact to influence the ability

APA, Harvard, Vancouver, ISO, and other styles

13

Strachan, Olivean. "The Impact of a Multifaceted Intervention on student Math and ELA Achievement." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/333.

Full text

Abstract:

Closing the achievement gaps in mathematics and English language arts (ELA) is an ongoing challenge for most New York City Public school administrators. One New York school experiencing this problem implemented a broad intervention including (a) the Children First Intensive (CFI) program, which includes using data to inform instructional and organizational decision-making; (b) added baseline and post assessments; and (c) differentiated instruction including student conferences. The effects of the intervention had not been evaluated within the context of implementation. The purpose of this quan

APA, Harvard, Vancouver, ISO, and other styles

14

Ware, Danielle. "Data-Driven Decision-Making in Urban Schools That Transitioned From Focus or Priority to Good Standing." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/6384.

Full text

Abstract:

Despite the importance an urban school district places on data-driven decision-making (DDDM) to drive instruction, implementation continues to remain a challenge. The purpose of this study was to investigate how support systems affected the implementation of DDDM to drive instructional practices in three urban schools that recently transitioned from priority or focus to good standing on the State Accountability Report. The study aligned with the organizational supports conceptual framework with an emphasis on data accessibility, collection methods, reliability and validity, the use of coaches

APA, Harvard, Vancouver, ISO, and other styles

15

DeWitt, David. "Teacher-Based Teams Talk of Change in Instructional Practices." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4615.

Full text

Abstract:

Mandates have been issued for educators to collaborate and improve student achievement, requiring a change in instructional practices through teacher talk. Teachers have struggled to make the transitional conversion from team planning to observed changes in instructional practices with evidence of improvement. The purpose of this qualitative study was to examine how teachers collaborated while following the Ohio Improvement Process. The purpose was then to make data-driven changes regarding instructional practices in the continuous improvement cycle. The conceptual framework was constructed fr

APA, Harvard, Vancouver, ISO, and other styles

16

Harshman, Jordan T. "Characterizing High School Chemistry Teachers' Use of Formative Assessment Data to Improve Teaching." Miami University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=miami1437652616.

Full text

APA, Harvard, Vancouver, ISO, and other styles

17

Ogallo, Godfrey G. "IoT – Enhancing Data-driven Decision-making in Higher Education. Case Study of Ohio University." Ohio University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1516193584144817.

Full text

APA, Harvard, Vancouver, ISO, and other styles

18

Washington, William Lee. "A Case Study of RTI Data Teams." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1631.

Full text

Abstract:

This qualitative case study addressed the persistent achievement gaps in annual measurable objectives (AMO) data at a public rural elementary school in the Mideast United States. Response to intervention (RTI) data teams from 2010 did not produce expected student gains after 5 years of implementation in the school under study. Based on Mandinach and Jackson's data-driven decision making conceptual framework, the purpose of this study was to examine the work of the RTI data teams as they attempted to improve student learning and close achievement gaps. A purposeful sample of 13 staff members in

APA, Harvard, Vancouver, ISO, and other styles

19

Kenyon, Bobbi Jo. "Teachers' Formative Assessment Use to Check for Understanding and to Adjust Instruction." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6343.

Full text

Abstract:

School leaders at an urban high school in the U.S. Midwest encouraged teachers to use formative assessment to help students meet learning goals; however, several years later, they found inconsistent implementation. Without a clear understanding of teachers' formative assessment practices, leaders could not establish needed supports for its consistent use in the classrooms. The purpose of this bounded qualitative case study was to examine teachers' formative assessment use to check for student understanding and to adjust instruction. Black and Wiliam's formative assessment theory formed the fou

APA, Harvard, Vancouver, ISO, and other styles

20

Behrens, Cherie Allen. "The Relationship Between Reading Coaches' Utilization of Data Technology and Teacher Development." Doctoral diss., University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5122.

Full text

Abstract:

The use of technology in assisting educators to use student data in well-devised ways to enhance the instruction received by students is gaining headway and the support of federal dollars across the nation. Since research has not provided insight as to whether or not reading coaches are using data technology tools with teachers, this mixed methods study sought to examine what behavioral intentions reading coaches have in using data technology tools with teachers, what variables may influence their behavioral intentions, and what trends may emerge in their views about using technology data too

APA, Harvard, Vancouver, ISO, and other styles

21

"Blended Professional Development: Toward a Data-Informed Model of Instruction." Doctoral diss., 2017. http://hdl.handle.net/2286/R.I.44028.

Full text

Abstract:

abstract: Data and the use of data to make educational decisions have attained new-found prominence in K-12 education following the inception of high-stakes testing and subsequent linking of teacher evaluations and teacher-performance pay to students' outcomes on standardized assessments. Although the research literature suggested students' academic performance benefits were derived from employing data-informed decision making (DIDM), many educators have not felt efficacious about implementing and using DIDM practices. Additionally, the literature suggested a five-factor model of teachers' eff

APA, Harvard, Vancouver, ISO, and other styles

22

Talkmitt, Marcia J. "K-12 Professional Learning Communities (PLCs) in a Rural School District on the High Plains of Texas: Mechanism for Teacher Support of Innovative Formative Assessment and Instruction with Technology (iFAIT)." Thesis, 2013. http://hdl.handle.net/1969.1/149479.

Full text

Abstract:

The purpose of this study was to explore the evolution of collaborative practices of PLCs as they emerge when using technology based formative assessment via iFAIT or innovative Formative Assessment with Instruction and Technology developed by the researcher using audience response systems and the online data compiler, Eduphoria!. This study used sequential explanatory mixed methods to address the problems that schools face when implementing technology based formative assessments to improve instruction and student achievement. A survey administered in September 2012 and again in December 2012

APA, Harvard, Vancouver, ISO, and other styles

23

Conradie, Martha Maria. "Towards electronic assessment of web-based textual responses." Diss., 2003. http://hdl.handle.net/10500/2463.

Full text

Abstract:

Web-based learning should move away from static transmission of instruction to dynamic pages for effective interactive learning. Furthermore, automated assessment of learning should move beyond rigid quizzes or multiple-choice questions. This study describes the design, development, implementation, testing and evaluation of two prototypes of an electronic assessment tool to enhance the effectiveness of automated assessment. The tool was developed in the context of a distance-learning organisation and was built according to a development research model entailing a cyclic design-interventi

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!