Teachers' perceptions of factors that impact student achievement, 2005
Moore, Patrice
2000-2009
This study examined perceived student achievement and its relationship to teachers perceptions of data-driven instruction, student socioeconomic status, student demographics, and student behavior. The research design that was used in this study was a mixed method of a quantitative and qualitative approach. The quantitative data, through a Pearson r Correlation found that there was a stronger relationship to data-driven instruction and perceived student achievement than student socioeconomic status (SES) and perceived student achievement, student demographics and perceived student achievement, and student behavior and perceived student achievement. In particular this study found that teachers at Kennedy Elementary School perceived that the institution of data teams and data-driven instruction impacted perceived student achievement. In qualitative research, emerging themes and trends about teachers perceptions of student SES, demographics, behavior and data-driven instruction and their impact on perceived student achievement were identified from within the transcripts. The examination of data yielded four major areas in which themes emerged. These themes included (1) the teachers perceptions of data teams and data-driven instruction in relationship to the school and their classrooms; (2) The impact on data teams and data-driven instruction and the awareness of student data for lesson planning purposes; (3) The impact on data teams and data-driven instruction on instructional strategies in the classroom; (4) The impact on data teams and data-driven instruction and decision making on perceived student achievement. This study has proven results in response to the Pearson correlation as respect to perceived student achievement. Teachers perceived data-driven instruction, student socioeconomic status and student demographics to be strongly correlated to perceived student achievement. The researcher found the strongest relationship between teachers perceptions of the impact of data-driven instruction and perceived student achievement than their perceptions of student SES, demographics, behavior and teacher demographics. Although all factors play a significant role on perceived student achievement, in this study, data-driven instruction was the greatest.
text
application/pdf
2005-12-01
dissertation
Doctor of Education (EdD)
Clark Atlanta University
Department of Educational Leadership
Carter, Melanie
Georgia--Atlanta
http://hdl.handle.net/20.500.12322/cau.td:2005_moore_patrice
