Date of Award

January 2014

Degree Type

Open Access Dissertation

Degree Name

Doctor of Education (EdD)

Department

Educational Leadership and Policy Studies

First Advisor

Charles S. Hausman

Department Affiliation

Educational Leadership and Policy Studies

Second Advisor

James R. Bliss

Department Affiliation

Educational Leadership and Policy Studies

Third Advisor

John H. Yopp

Department Affiliation

Educational Leadership and Policy Studies

Abstract

One of the common themes in education reform is the use of data-driven decision making. The data provides the information we use to improve our knowledge of classroom instruction. Teachers need professional development to improve their ability to enable data driven decision-making. What data are available? What information can be gleaned from the data? What instructional changes based on data occur? Professional development, the nature of coaching, and their effect on teacher use of data have not been adequately treated in educational literature. This study will be based on an evaluation of an academic coaching project in a large urban area. The samples were extracted from existing data obtained by the school district based on an evaluation of the academic coaching program. All teachers in the elementary and middle schools were given the opportunity to participate in a survey. The data were gathered early in 2014 school term with 443 teachers responding. An Independent sample T-test was used to determine if there is a difference in working with a coach or not in the use of data. The question "Is there a correlation between the amount of time working with a coach and teacher's use of data?" used data from the internal evaluation by the school district. Bivariate correlations were ran for the factor teacher use of data with hours spent by a coach in their school and for teacher use of data with hours worked with a coach. Finally characteristics the study viewed the questions of what characteristics of a coach that could predict teacher use of data.

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