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

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dc.contributorBallard, Rebecca M.
dc.contributorGivens, Mary
dc.contributorMitchell, Roxanne M.
dc.contributorTarter, Clemens John
dc.contributor.advisorAtkinson, Becky M.
dc.contributor.authorBergmann, Tracy
dc.contributor.otherUniversity of Alabama Tuscaloosa
dc.date.accessioned2017-04-26T14:22:59Z
dc.date.available2017-04-26T14:22:59Z
dc.date.issued2015
dc.descriptionElectronic Thesis or Dissertationen_US
dc.description.abstractData-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.en_US
dc.format.extent134 p.
dc.format.mediumelectronic
dc.format.mimetypeapplication/pdf
dc.identifier.otheru0015_0000001_0001899
dc.identifier.otherBergmann_alatus_0004D_12289
dc.identifier.urihttp://ir.ua.edu/handle/123456789/2985
dc.languageEnglish
dc.language.isoen_US
dc.publisherUniversity of Alabama Libraries
dc.relation.hasversionborn digital
dc.relation.ispartofThe University of Alabama Electronic Theses and Dissertations
dc.relation.ispartofThe University of Alabama Libraries Digital Collections
dc.rightsAll rights reserved by the author unless otherwise indicated.en_US
dc.subjectElementary education
dc.subjectTeacher education
dc.subjectEducational leadership
dc.titleHow teachers in one elementary school use scott foresman's Reading street assessment dataen_US
dc.typethesis
dc.typetext
etdms.degree.departmentUniversity of Alabama. Department of Educational Leadership, Policy, and Technology Studies
etdms.degree.disciplineEducational Leadership, Policy, and Technology Studies
etdms.degree.grantorThe University of Alabama
etdms.degree.leveldoctoral
etdms.degree.nameEd.D.
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