How teachers in one elementary school use scott foresman's Reading street assessment data

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dc.contributor Ballard, Rebecca M.
dc.contributor Givens, Mary
dc.contributor Mitchell, Roxanne M.
dc.contributor Tarter, Clemens John
dc.contributor.advisor Atkinson, Becky M.
dc.contributor.author Bergmann, Tracy
dc.date.accessioned 2017-04-26T14:22:59Z
dc.date.available 2017-04-26T14:22:59Z
dc.date.issued 2015
dc.identifier.other u0015_0000001_0001899
dc.identifier.other Bergmann_alatus_0004D_12289
dc.identifier.uri http://ir.ua.edu/handle/123456789/2985
dc.description Electronic Thesis or Dissertation
dc.description.abstract Data-informed decision making is an educational construct developed to meet No Child Left Behind mandates for improving education. Researchers have examined institutional best practices, but relatively little has been said regarding the individual practices of teachers as they implement data use in the classroom. The purpose of this study was to determine how teachers in one elementary school use assessment data from Scott Foresman's reading curriculum, Reading Street. The qualitative case study approach was used to develop an understanding of how teachers are using student data, which is necessary in determining plans of action and training regarding teachers' use of data in the classroom. Results suggested that teachers feel most effective when data use is time-efficient, allows for formative assessment, enables adaptation, and remains accessible. Classroom teachers implemented Reading Street data in multiple aspects of the classroom, to determine practice, improve remediation, display accountability to leadership, and demonstrate student improvement. The Continuous School Improvement (CSI) team was determined to be an essential support, as was leadership's focus on allowing classroom flexibility within the confines of school standards and goals. Barriers included the lack of training related to the effective use of the Reading Street program and resources, and lack of alignment between Reading Street curriculum and system-wide standards. The study's findings provided information that can advance teachers' effective use of Reading Street assessment data, illuminate supports essential to teachers' effective use of Reading Street assessment data, and reveal barriers that thwarted teachers' effective use of the data.
dc.format.extent 134 p.
dc.format.medium electronic
dc.format.mimetype application/pdf
dc.language English
dc.language.iso en_US
dc.publisher University of Alabama Libraries
dc.relation.ispartof The University of Alabama Electronic Theses and Dissertations
dc.relation.ispartof The University of Alabama Libraries Digital Collections
dc.relation.hasversion born digital
dc.rights All rights reserved by the author unless otherwise indicated.
dc.subject.other Elementary education
dc.subject.other Teacher education
dc.subject.other Educational leadership
dc.title How teachers in one elementary school use scott foresman's Reading street assessment data
dc.type thesis
dc.type text
etdms.degree.department University of Alabama. Dept. of Educational Leadership, Policy, and Technology Studies
etdms.degree.discipline Educational Leadership, Policy, and Technology Studies
etdms.degree.grantor The University of Alabama
etdms.degree.level doctoral
etdms.degree.name Ed.D.


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