Abstract
This study was conducted to obtain an understanding of the perceptions that Catholic schoolteachers possessed regarding data informed instructional (DII) practices, specifically curriculum based measurement (CBM). The researchers investigated changes in teacher’s perceptions from pretest to posttest to determine the impact of the 90-minute professional development on teacher’s perceptions of DII. Results showed that Catholic schoolteachers did perceive that they lacked sufficient knowledge to effectively implement curriculum-based measures prior to the training. Significant growth was noted with regard to their perceptions of their knowledge in some areas. According to the results of the paired samples t-test, a meaningful change in educators’ perceptions of DII was observed for three of the nine pairs of questionnaire items from pre to post-test. The findings support previous research and pave the way for future research on the impact of short, one-day professional development sessions.
DOI
10.15365/joce.2001172016
First Page
333
Last Page
348
Creative Commons License
This work is licensed under a Creative Commons Attribution 3.0 License.
Recommended Citation
Niemeyer, K., Casey, L. B., Williamson, R., Casey, C., Elswick, S. E., Black, T., & Winsor, D. (2016). Using Data-Informed Instruction to Drive Education: Keeping Catholic Education a Viable and Educationally Sound Option in Challenging Times. Journal of Catholic Education. https://doi.org/10.15365/joce.2001172016
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Curriculum and Instruction Commons, Educational Assessment, Evaluation, and Research Commons, Special Education and Teaching Commons, Teacher Education and Professional Development Commons
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