東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁 到查詢結果 [ subject:"Education philosophy." ]

切換: 標籤 | MARC模式 | ISBD

A Framework for Data Management in S...

Indiana State University., Educational Leadership, Administration, and Foundations.

FindBook

Google Book

Amazon

博客來

A Framework for Data Management in Schools: How Academically Successful, Low-Income Schools Manage and Distribute Student Data to Teachers.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	A Framework for Data Management in Schools: How Academically Successful, Low-Income Schools Manage and Distribute Student Data to Teachers./
作者:	Newton, Whitney.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
面頁冊數:	207 p.
附註:	Source: Dissertations Abstracts International, Volume: 80-12, Section: A.
Contained By:	Dissertations Abstracts International80-12A.
標題:	Information science. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13815203
ISBN:	9781392235560

A Framework for Data Management in Schools: How Academically Successful, Low-Income Schools Manage and Distribute Student Data to Teachers.
Newton, Whitney.

A Framework for Data Management in Schools: How Academically Successful, Low-Income Schools Manage and Distribute Student Data to Teachers. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 207 p.

Source: Dissertations Abstracts International, Volume: 80-12, Section: A.

Thesis (Ph.D.)--Indiana State University, 2019.

This item must not be sold to any third party vendors.

Schools face increasing pressure to ensure teachers are using data to support and inform their instruction, and the practice of data-based decision making has many positive effects on teacher satisfaction, instruction, and student achievement. Teachers face difficulties in gathering, organizing, and effectively utilizing student data to drive their instruction without the use of a database. Some databases are on the market that offer important features for effective data management, but it is not clear whether teachers have been consulted regarding the most critical for practical, cyclical elements for data-based decision making in the classroom. The purpose of this study was to discover teachers' perspectives and uses of the most critical features of database systems in successful schools with a culture that embraces data and assessment in a system with a significant percentage of students' receiving free/reduced lunch. From these perspectives, the study sought to build a framework, or set of foundational principles, for data systems that support teacher efficacy in analyzing data and delivering data-driven instruction. This study found that schools serving students living in poverty and that have cultures that embrace data had several cultural and functional systems in place to ensure teachers were able to collaborate during the school day. In collaboration, teachers looked at student data to determine individual student success and growth regularly and frequently. Teachers identified a framework for the most critical data system features from their perspective that (a) was streamlined and organized, (b) could be accessed anywhere, (c) provided students access in one case, (d) was real-time and fluid, (e) saved time, and (f) was accessible by peers and administration.

ISBN: 9781392235560Subjects--Topical Terms:

554358
Information science.
Subjects--Index Terms:

Data-driven instruction

A Framework for Data Management in Schools: How Academically Successful, Low-Income Schools Manage and Distribute Student Data to Teachers.
LDR:03098nmm a2200385 4500 001 2266747
005 20200624083602.5
008 220629s2019 ||||||||||||||||| ||eng d
020 $a 9781392235560
035 $a (MiAaPQ)AAI13815203
035 $a (MiAaPQ)indstate:10953
035 $a AAI13815203
040 $a MiAaPQ $c MiAaPQ
100 1 $a Newton, Whitney. $3 3543963
245 1 0 $a A Framework for Data Management in Schools: How Academically Successful, Low-Income Schools Manage and Distribute Student Data to Teachers.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2019
300 $a 207 p.
500 $a Source: Dissertations Abstracts International, Volume: 80-12, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Donlan, Ryan.
502 $a Thesis (Ph.D.)--Indiana State University, 2019.
506 $a This item must not be sold to any third party vendors.
520 $a Schools face increasing pressure to ensure teachers are using data to support and inform their instruction, and the practice of data-based decision making has many positive effects on teacher satisfaction, instruction, and student achievement. Teachers face difficulties in gathering, organizing, and effectively utilizing student data to drive their instruction without the use of a database. Some databases are on the market that offer important features for effective data management, but it is not clear whether teachers have been consulted regarding the most critical for practical, cyclical elements for data-based decision making in the classroom. The purpose of this study was to discover teachers' perspectives and uses of the most critical features of database systems in successful schools with a culture that embraces data and assessment in a system with a significant percentage of students' receiving free/reduced lunch. From these perspectives, the study sought to build a framework, or set of foundational principles, for data systems that support teacher efficacy in analyzing data and delivering data-driven instruction. This study found that schools serving students living in poverty and that have cultures that embrace data had several cultural and functional systems in place to ensure teachers were able to collaborate during the school day. In collaboration, teachers looked at student data to determine individual student success and growth regularly and frequently. Teachers identified a framework for the most critical data system features from their perspective that (a) was streamlined and organized, (b) could be accessed anywhere, (c) provided students access in one case, (d) was real-time and fluid, (e) saved time, and (f) was accessible by peers and administration.
590 $a School code: 0094.
650 4 $a Information science. $3 554358
650 4 $a Education philosophy. $3 3422391
653 $a Data-driven instruction
653 $a Databases
653 $a Effective schools
653 $a Student data
653 $a Teacher perspectives
690 $a 0723
690 $a 0998
710 2 $a Indiana State University. $b Educational Leadership, Administration, and Foundations. $3 1679094
773 0 $t Dissertations Abstracts International $g 80-12A.
790 $a 0094
791 $a Ph.D.
792 $a 2019
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13815203