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dc.contributor.authorKretzer, Sandra A.en
dc.date.accessioned2014-03-14T20:09:14Zen
dc.date.available2014-03-14T20:09:14Zen
dc.date.issued2012-03-28en
dc.identifier.otheretd-04092012-144506en
dc.identifier.urihttp://hdl.handle.net/10919/26733en
dc.description.abstractThe use and analysis of data has become a keystone in national policy for educational improvement and a foundational condition in the award of federal grant monies (U.S. Department of Education, 2008, 2009a, 2009b, 2010). Principals are expected to lead their schools in the use of data and are accountable for adequate yearly progress (AYP) for the No Child Left Behind Act (NCLB). Effective use of data can move educators toward student centric learning plans and interventions which improve achievement. While current literature emphasizes the importance of assessment data used to guide sound instructional decisions, gathering scores and generating reports by grade and level does little at individual schools unless there is strong site-based leadership to guide faculty and staff in targeting areas of improvement, implementing a plan, monitoring progress, and adjusting actions. This qualitative case study describes how the principal's leadership guided a journey of data-focused decision making at one middle school. This dissertation describes use of data in decision-making processes to promote student learning from the perspective of a school which has been implementing data-focused decision making for several years and was selected for its established use of student assessment data. This research focused on the processes individuals and groups use to better understand and use data within a school context and the role of school leaders in supporting these actions. The intent of this case study is to describe and understand how school leaders make the use of data an integral part of the operation within a middle school in a large suburban mid-Atlantic school district. By looking at how principals embed data analysis and interpretation in the decision-making processes of the school and engage teachers in the use of data to promote student learning, findings could be useful as a guide to other educational leaders as they implement site based actions and related professional development for school-based leaders and teachers.en
dc.publisherVirginia Techen
dc.relation.haspartKretzer_SA_D_2012_IRB.pdfen
dc.relation.haspartKretzer_SA_D_2012_Copyright.pdfen
dc.relation.haspartKretzer_SA_D_2012.pdfen
dc.rightsIn Copyrighten
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en
dc.subjectprofessional learning communitiesen
dc.subjectdata-driven decision makingen
dc.subjectschool improvementen
dc.subjectdata useen
dc.titleData-Focused Decision Making: One School's Journeyen
dc.typeDissertationen
dc.contributor.departmentEducational Leadership and Policy Studiesen
dc.description.degreeEd. D.en
thesis.degree.nameDoctor of Educationen
thesis.degree.leveldoctoralen
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen
thesis.degree.disciplineEducational Leadership and Policy Studiesen
dc.contributor.committeechairGlenn, William J.en
dc.contributor.committeememberMallory, Walter D.en
dc.contributor.committeememberPatrizio, Kami M.en
dc.contributor.committeememberPayne, Elizabeth T.en
dc.identifier.sourceurlhttp://scholar.lib.vt.edu/theses/available/etd-04092012-144506/en
dc.date.sdate2012-04-09en
dc.date.rdate2012-04-13en
dc.date.adate2012-04-13en


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