Faculty Publications

Teacher Leaders at Work: Analyzing Standardized Achievement Data to Improve Instruction

Comments

ERIC Document - EJ765790 found in the ERIC Database

Document Type

Article

Keywords

Teaching Methods; Educational Change; Teacher Leadership; Achievement Tests; Academic Achievement; Instructional Improvement; Elementary School Teachers; Middle School Teachers; Scores; Leaders; Graduate Study; Comparative Analysis; Iowa Tests of Basic Skills; Iowa;

Journal/Book/Conference Title

Education

Volume

v126

Issue

n4

First Page

729

Last Page

737

Abstract

The purpose of this study is to describe how 24 elementary and middle school teacher leaders analyzed standardized achievement test scores, utilizing four different approaches: comparing to the norm, analyzing trends, correlating data, and disaggregating data. The analyses were conducted in order to effect positive change in student learning and as part of graduate coursework in a Teacher Leadership Program at the University of Northern Iowa. Findings from this study have implications for the storage and organization of data, for methods of teaching teachers to analyze school data, and for the discovery of new approaches to analyzing school data. Descriptions of how educators are using student achievement data to improve instruction could provide insights for teachers, principals, and professors who are interested in practical approaches to analyzing data in school settings.

Department

Department of Educational Psychology and Foundations

Original Publication Date

2006

Object Description

1 PDF file (9 pages)

Repository

UNI ScholarWorks, Rod Library, University of Northern Iowa

Copyright

©2006 John E. Henning

Language

en

File Format

application/pdf

Link to Full Text

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