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A Study of Preservice Teacher Preparation for Data Driven Decision Making in Teacher Education Programs in Virginia

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dc.contributor.advisor Galluzzo, Gary R.
dc.contributor.author Ledesma, Patrick
dc.creator Ledesma, Patrick
dc.date.accessioned 2014-08-28T03:08:23Z
dc.date.available 2014-08-28T03:08:23Z
dc.date.issued 2013-08 en_US
dc.identifier.uri https://hdl.handle.net/1920/8765
dc.description.abstract The Elementary and Secondary Education Act (ESEA) of 1965 led to an increasing focus on standardized assessment data that culminated in the accountability policies in No Child Left Behind (NCLB) and current reauthorization of ESEA. Advances in data system access and functionality, development of school cultures around data use, and an increasing role of standardized test data in teacher evaluation heighten the expectations for teachers to use standardized tests performance results in a variety of instructional decisions. Consequently, teachers today work in a data driven environment. Despite this focus on standardized test data, current DDDM literature emphasizes the lack of research examining DDDM's integration in teacher education programs. This study surveyed leaders in teacher education programs in Virginia to explore how DDDM related skills and competencies are addressed in coursework and fieldwork experiences, as well as the perceptions teacher education leaders have about DDDM. This research study adds to the emerging literature examining DDDM and the role of teacher education in preparing preservice teachers to use data. This dissertation concludes with a discussion on the strengths and inconsistencies in teacher preparation and provides recommendations for teacher education programs, state policies, and research to improve teacher preparedness for a DDDM culture.
dc.format.extent 185 pages en_US
dc.language.iso en
dc.rights Copyright 2013 Patrick Ledesma en_US
dc.subject Education en_US
dc.subject Teacher education en_US
dc.subject accountability en_US
dc.subject data driven decision making en_US
dc.subject DDDM en_US
dc.title A Study of Preservice Teacher Preparation for Data Driven Decision Making in Teacher Education Programs in Virginia
dc.type Dissertation
thesis.degree.level Doctoral
thesis.degree.discipline Education
thesis.degree.grantor George Mason University


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