Improving instructional methods for teachers and leaders across the country is imperative for the greater good of our country, future leaders and global economy. Data-driven instructional systems can be used to help translate summarized testing into information that teachers and leaders can use to ensure student achievement for all levels. Although there are many researchers that have sought out to predict and explain the importance of data-driven instruction (DDI), there is still an abundance of unanswered questions and additional research that should be explored.
In 2012, Dr. Wil Greer sought to address some of these areas of concern by creating a mixed-model data set to that incorporated both quantitative and qualitative items on a 61-item …show more content…
Greer identified 10 urban schools located in Southern California to participate in the survey by researching schools through sources such as the Journal of Staff Development, the Association of California School Administrations, the Association for Supervision and Curriculum Development and periodicals such as Education Week (Greer, 2013). During the winter of 2012 and spring of 2013, the T-DDIS was then distributed to the 10 schools; whereas five were elementary, two were middle and three were high schools (Greer, 2013). There were 238 participants recruited by invitation through purposive and snowball sampling techniques that completed the survey; which included K-12 schoolteachers, leaders and support staff (Greer, 2013). According to the California Department of Education’s (2013) DataQuest summary, there were approximately 285,308 teachers in California during the 2012-1013 school year. This means that the sample size for this data set is not an a representative sample of all the teachers in California; however, due to the limited resources available Dr. Greer was not able to obtain an adequate representation of the …show more content…
Professional development at my school is often the same for all teachers.
23. I have been trained on how to make sense of student learning data.
24. I have been trained on how to use student learning data.
25. DDI has increased my efficacy (belief in my ability) as an educator.
After reviewing the data set, I am interested in predicting the following:
1. Which variables associated with leadership are believed to best predict urban school achievement?
2. Which variables associated with support are believed to best predict urban school achievement?
3. Which variables associated with DDI are believed to best predict student welcomeness to engage?
4. Which variables associated with DDI are believed to best predict the effect of teacher and leader efficacy for urban student achievement?
5. Which variables associated with common formative assessments (CFAs) are believed to best predict the equity associated with urban students ability meet the academic requirements for acceptance into a 4-year college?
I believe by analyzing the data set, I will be able to predict the research questions previously mentioned. Furthermore, these questions will allow me to create recommendations to improve instructional methods for student
In 2012, Dr. Wil Greer sought to address some of these areas of concern by creating a mixed-model data set to that incorporated both quantitative and qualitative items on a 61-item …show more content…
Greer identified 10 urban schools located in Southern California to participate in the survey by researching schools through sources such as the Journal of Staff Development, the Association of California School Administrations, the Association for Supervision and Curriculum Development and periodicals such as Education Week (Greer, 2013). During the winter of 2012 and spring of 2013, the T-DDIS was then distributed to the 10 schools; whereas five were elementary, two were middle and three were high schools (Greer, 2013). There were 238 participants recruited by invitation through purposive and snowball sampling techniques that completed the survey; which included K-12 schoolteachers, leaders and support staff (Greer, 2013). According to the California Department of Education’s (2013) DataQuest summary, there were approximately 285,308 teachers in California during the 2012-1013 school year. This means that the sample size for this data set is not an a representative sample of all the teachers in California; however, due to the limited resources available Dr. Greer was not able to obtain an adequate representation of the …show more content…
Professional development at my school is often the same for all teachers.
23. I have been trained on how to make sense of student learning data.
24. I have been trained on how to use student learning data.
25. DDI has increased my efficacy (belief in my ability) as an educator.
After reviewing the data set, I am interested in predicting the following:
1. Which variables associated with leadership are believed to best predict urban school achievement?
2. Which variables associated with support are believed to best predict urban school achievement?
3. Which variables associated with DDI are believed to best predict student welcomeness to engage?
4. Which variables associated with DDI are believed to best predict the effect of teacher and leader efficacy for urban student achievement?
5. Which variables associated with common formative assessments (CFAs) are believed to best predict the equity associated with urban students ability meet the academic requirements for acceptance into a 4-year college?
I believe by analyzing the data set, I will be able to predict the research questions previously mentioned. Furthermore, these questions will allow me to create recommendations to improve instructional methods for student