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[ subject:"Educational leadership." ]
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Using data to make decisions: A stud...
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Edwards, Coby Todd.
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Using data to make decisions: A study of public school principals.
紀錄類型:
書目-電子資源 : Monograph/item
正題名/作者:
Using data to make decisions: A study of public school principals./
作者:
Edwards, Coby Todd.
面頁冊數:
117 p.
附註:
Source: Dissertation Abstracts International, Volume: 76-10(E), Section: A.
Contained By:
Dissertation Abstracts International76-10A(E).
標題:
Educational leadership. -
電子資源:
http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3702792
ISBN:
9781321742756
Using data to make decisions: A study of public school principals.
Edwards, Coby Todd.
Using data to make decisions: A study of public school principals.
- 117 p.
Source: Dissertation Abstracts International, Volume: 76-10(E), Section: A.
Thesis (Ed.D.)--University of Arkansas at Little Rock, 2015.
This item must not be sold to any third party vendors.
The purpose of the study was to investigate the association between how principals use data to make school-level decisions and student outcomes. In June 2012, the state of Arkansas requested and received approval for an Elementary and Secondary Education Act (ESEA) Flexibility Waiver from No Child Left Behind (NCLB). The United States Department of Education (USDOE) allowed each State Education Agency (SEA) the opportunity to request flexibility on behalf of the state, districts, and schools, to better focus on improving educational outcomes, closing achievement gaps, and increasing the quality of instruction which affects academic growth of students. Much of this responsibility falls on the building principal. The ESEA Flexibility Waiver granted to Arkansas required, as a part of a principal's evaluation, the inclusion of student achievement data. The ability to gather and assimilate information was found to be a critical component of successful leaders who wish to bring about change (Crainer & Dearlove, 2008). Shen et al. (2012) and Bernhardt (2013) report that principals using data to make decisions for their school is very important.
ISBN: 9781321742756Subjects--Topical Terms:
529436
Educational leadership.
Using data to make decisions: A study of public school principals.
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Source: Dissertation Abstracts International, Volume: 76-10(E), Section: A.
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Adviser: Kendra Lowery.
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Thesis (Ed.D.)--University of Arkansas at Little Rock, 2015.
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The purpose of the study was to investigate the association between how principals use data to make school-level decisions and student outcomes. In June 2012, the state of Arkansas requested and received approval for an Elementary and Secondary Education Act (ESEA) Flexibility Waiver from No Child Left Behind (NCLB). The United States Department of Education (USDOE) allowed each State Education Agency (SEA) the opportunity to request flexibility on behalf of the state, districts, and schools, to better focus on improving educational outcomes, closing achievement gaps, and increasing the quality of instruction which affects academic growth of students. Much of this responsibility falls on the building principal. The ESEA Flexibility Waiver granted to Arkansas required, as a part of a principal's evaluation, the inclusion of student achievement data. The ability to gather and assimilate information was found to be a critical component of successful leaders who wish to bring about change (Crainer & Dearlove, 2008). Shen et al. (2012) and Bernhardt (2013) report that principals using data to make decisions for their school is very important.
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A convenience sample was utilized, consisting of Arkansas building level principals who are members of the Arkansas Association of Education Administrators (AAEA). The AAEA is a state-wide professional organization for school administrators. AAEA has 480 principals who qualify to participate in the online survey of this study. The researcher limited qualification to participate with the following stipulations. Principals must be supervising a public school campus. Within the grade configuration of the principal's campus, there must be one grade level between grades three and seven.
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Descriptive statistics were used to analyze, describe, and report findings for Research Questions One, Two, and Three. Thematic analysis was used to evaluate Research Questions Four, Five, and Six.
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http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3702792
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