Ed.D. Dissertations

Date of Award

Fall 12-15-2018

Document Type

Open Access Dissertation

College

College of Education

Department

Education

Degree Name

Doctorate of Education, Ed.D.

Faculty Chair

Jillian Skelton, Ed.D.

Content Specialist

Dion Jones, Ph.D.

Content Reader

Derrick Tennial, Ed.D.

Keywords

data wise improvement process, collaborative data-inquiry culture, teacher collaboration, data-driven decision-making, reflective learning, reflective practice, supportive leadership, continuous improvement

Abstract

The study examined the impact of a collaborative data-inquiry culture, promoted by the Harvard University Data Wise Improvement Process (DWIP), on student achievement. 58 teacher surveys and PARCC scores for 2, 631 students were taken from four middle schools in a minority district. A quantitative method and a quasi-experimental one-sample-pretest-posttest design were used. Analysis involved Chi-Squared tests followed by pairwise comparisons. Statistical significance was determined using standard alpha of p ppppppp< 0.00556. Future research should focus on a larger school sample, data on the student level, and the impact of the DWIP on school culture.

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