Data-Driven Decision Making: School Leadership and Its Relationship to School Performance Profile Scores

Autor/in	Makaravage, Robert J.
Titel	Data-Driven Decision Making: School Leadership and Its Relationship to School Performance Profile Scores
Quelle	(2016), (157 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Wilkes University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3398-4769-6
Schlagwörter	Hochschulschrift; Dissertation; Data; Decision Making; Instructional Leadership; Correlation; Scores; Principals; Educational Legislation; Federal Legislation; Federal Aid; Federal Programs; Academic Achievement; Profiles; Public Schools; Secondary Schools; Pennsylvania + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Daten; Decision-making; Entscheidungsfindung; Instruction; Leadership; Bildung; Erziehung; Führung; Korrelation; Principal; Schulleiter; Bildungsrecht; Schulgesetz; Bundesrecht; Schulleistung; Charakterisierung; Profilanalyse; Public school; Öffentliche Schule; Sekundarschule
Abstract	Changes in legislation including NCLB, RTT, and ESEA Flexibility Waivers have influenced the educational landscape. States and school districts have spent considerable time and resources to meet the mandates of this changing legislation, including the development of reporting systems and modification of principal evaluations systems. However, the impact these changes have on student achievement is unknown. This study focused on the question: What is the relationship between a building principal's DDDM practices and the building's School Performance Profile scores in public secondary schools in the state of PA? This quantitative study utilized a non-experimental research design to determine the relationship between the principals' DDDM practices survey and building SPP scores, utilizing associational statistics, in this case correlation. The findings indicate that there was little or no relationship in this study between principals' DDDM capacity and building SPP scores. However, a review of the descriptive statistics noted that although data have been collected for the purposes of accountability, this data collection has had little influence on classroom instructional practices. Using systems thinking in conjunction with the DDDM conceptual framework described in this study provides building principals with a road map to implement DDDM. It is recommended that DDDM transition from its initial focus, advocating the importance of data-driven culture, to actual implementation of DDDM practices, support systems and collaboration in buildings to increase student achievement. In addition, it is noted that in order to accomplish this goal it may be imperative that principal training programs and principal professional development incorporate DDDM practices. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01