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dc.contributor.advisorPlacier, Peggyeng
dc.contributor.authorBroyles, Stephanie R.eng
dc.date.issued2012eng
dc.date.submitted2012 Falleng
dc.descriptionTitle from PDF of title page (University of Missouri--Columbia, viewed on February 21, 2013).eng
dc.descriptionThe entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file.eng
dc.descriptionDissertation advisor: Dr. Peggy Placiereng
dc.descriptionIncludes bibliographical references.eng
dc.descriptionVita.eng
dc.descriptionEd. D. University of Missouri--Columbia 2012.eng
dc.description"December 2012"eng
dc.description.abstractIn spite of the current focus on using data driven decision making in education spurred by the accountability movement, the literature indicates that many educators feel ill equipped to analyze and use data and, further, that there may be several factors contributing to why they feel this way (Jacobs et al., 2009; Ronka, Lachat, Slaughter, & Meltzer, 2008). Although the literature identifies potential factors that may contribute to why educators may have certain perspectives on using data, little is known about the interrelatedness of these factors, which of these factors may be most important, or how best to address these factors through formal coursework or professional development. The purpose of this study was to address the gap between how policymakers and educational leaders expect data to be used to inform instruction and how classroom-level educators internalize and implement these expectations. This study attempted to address this gap by exploring educators' perspectives on using data, their views of their own data analysis skills, how they value and make meaning of data, and the characteristics of their training and/or organizational cultures contribute to these views. Research regarding educators' perspectives on using data for decision making should not only address a gap in the literature but also provide an impetus for the development of professional development programs to meet the needs of educators in both leadership and practitioner roles.eng
dc.description.bibrefIncludes bibliographical references.eng
dc.format.extentx, 162 pageseng
dc.identifier.oclc872568755eng
dc.identifier.urihttps://doi.org/10.32469/10355/16522eng
dc.identifier.urihttps://hdl.handle.net/10355/16522
dc.languageEnglisheng
dc.publisherUniversity of Missouri--Columbiaeng
dc.relation.ispartofcommunityUniversity of Missouri--Columbia. Graduate School. Theses and Dissertationseng
dc.rightsOpenAccess.eng
dc.rights.licenseThis work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 License.
dc.subjecteducator accountabilityeng
dc.subjectdata analysiseng
dc.subjectinformed instructioneng
dc.titleA grounded theory approach to understanding educator perspectives on using data to inform instructioneng
dc.typeThesiseng
thesis.degree.disciplineEducational leadership and policy analysis (MU)eng
thesis.degree.grantorUniversity of Missouri--Columbiaeng
thesis.degree.levelDoctoraleng
thesis.degree.nameEd. D.eng


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