This qualitative phenomenological study explores how teachers use achievement data to plan instruction. The study sample consisted of eight elementary teachers from a school district residing in the metropolitan area of Minneapolis, Minnesota. Data were collected by audio recording interviews and notes from interviews. The recordings were transcribed, and data from the transcriptions were analyzed in this study. Eight major themes emerged from the analysis of the study data. The themes were shared vision of data usage, experience of using data, impact on curriculum, instructional effectiveness, student feedback, staff collaboration, staff development, and the need to use data effectively. Key findings from the study suggest that teachers have a wide range of experience with using data for planning instruction and of time to make it useful. The data suggests that teachers have very little to any training in how to use data to plan instruction, time to collaborate with other colleagues, and time to provide adequate feedback to students.This qualitative phenomenological study explores how teachers use achievement data to plan instruction.
|Title||:||Leveraging Data for Instructional Planning|
|Author||:||Joey Page, Saint Mary's University of Minnesota|