001416883 001__ 1416883
001416883 005__ 20230215113440.0
001416883 02470 $$2Handle$$ahttp://hdl.handle.net/20.500.12419/724
001416883 037__ $$aIR
001416883 245__ $$aData-Driven Decision-Making: Rural Public High School Teachers' Perceptions of Data-Driven Instruction
001416883 269__ $$a2022-05
001416883 336__ $$aDissertation
001416883 502__ $$bDoctor of Education in Educational Leadership
001416883 520__ $$aResearch is well established in urban school districts regarding teachers’ engagement in and perceptions of data-driven instruction.  However, little research has been conducted on teachers’ perceptions of using data to inform instruction in rural school districts.  Thus, this quantitative study examined rural public high school teachers’ perceptions of data-driven instruction in Indiana.  Specifically, this study identified rural public high school teachers’ perceptions in terms of what types of data they use to support instruction, their attitudes toward data use, their competence in using data to drive instruction, and the support systems that help or hinder their ability to effectively participate in data-driven instruction.  Additionally, this study examined possible relationships among demographic variables of rural public high school teachers and their corresponding perceptions of data-driven instruction.  The participants varied in gender, age, years of teaching experience, subject taught, and highest level of education attained.

Overall, the results of this study reveal that while rural public high school teachers had a seemingly positive attitude toward data use and felt it was important to use multiple types of data to inform instruction, they did not feel competent participating in the data-driven decision-making process to inform pedagogical practices.  Reported barriers for effectively using data to drive instruction include the lack of professional development regarding data use, lack of collaborative inquiry among educators, lack of support from external sources (i.e., data coach, instructional coach), lack of valuable data management systems, and lack of administrator leadership and support.  Consequently, since teachers are required to be able to use a variety of student data with fidelity to improve student learning and achievement by state and federal education legislation, school districts and educational leaders can begin fostering a culture a data use in their schools and build teacher competence by providing professional development opportunities and time for collaborative inquiry, employing a data expert, training teachers to effectively utilize data management systems, and modeling successful data use.
001416883 6531_ $$adata-driven decision-making
001416883 6531_ $$arural public high schools
001416883 6531_ $$adata-driven instruction
001416883 6531_ $$acompetence
001416883 6531_ $$ateachers
001416883 7001_ $$aHasenour-Bolling, Amber$$uUniversity of Southern Indiana
001416883 72014 $$aColson, Tori
001416883 72014 $$aBeach, Bonnie
001416883 72014 $$aBoeglin, Melissa
001416883 8564_ $$9d6b85a33-87ea-4c75-b360-0c69fced87de$$s1647587$$uhttps://library.usi.edu/record/1416883/files/Dissertation%20-%20Amber%20R.%20Hasenour-Bolling.pdf
001416883 904__ $$a2022-01-18T19:21:15Z$$baccessioned
001416883 904__ $$a2022-01-18T19:21:15Z$$bavailable
001416883 905__ $$a/collection_42/7/dublin_core.xml
001416883 909CO $$ooai:library.usi.edu:1416883$$pGLOBAL_SET
001416883 980__ $$aDISSERTATION