國立虎尾科技大學 |

A Qualitative Study of Data Utilization in Special Education.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	A Qualitative Study of Data Utilization in Special Education./
作者:	Giebink, Erin Anderson.
面頁冊數:	1 online resource (167 pages)
附註:	Source: Dissertations Abstracts International, Volume: 82-05, Section: A.
Contained By:	Dissertations Abstracts International82-05A.
標題:	Educational leadership. -
電子資源:	click for full text (PQDT)
ISBN:	9798684690600

A Qualitative Study of Data Utilization in Special Education.
Giebink, Erin Anderson.

A Qualitative Study of Data Utilization in Special Education. - 1 online resource (167 pages)

Source: Dissertations Abstracts International, Volume: 82-05, Section: A.

Thesis (Ph.D.)--University of Minnesota, 2020.

Includes bibliographical references

For the last two decades, schools have increasingly been required to administer and report standardized accountability data to prove they are successfully educating students. Previous research has found that educational leaders report using this standardized data more often than any other type of data. This is problematic for students who require special education services to access their education as they have needs that may not be met during a standardized testing administration and can impact their ability to demonstrate their learning. Leaders responsible for making decisions for students with disabilities need to know how to use data from a variety of sources in order to obtain a complete understanding of student progress. The purpose of this study is to learn more about how leaders use data to support students receiving special education services. Nineteen principals and other administrators identified as making decisions for students in special education from five traditional public and five charter schools in the Twin Cities area were interviewed in order to gain an understanding of how leaders use data to support students in special education. In addition to semi-structured interviews, annual reports from each participating school were analyzed. Four themes emerged from the resulting data: (1) leaders use big-picture or detail-oriented data depending on their role; (2) educational setting matters; (3) leaders have similar expectations for all students; and (4) data use is collaborative. Results support previous findings that leaders use academic data as the most common type of data used by leaders. Findings also suggest that school setting may play a role in the likelihood that leaders use different types of data to support students in special education and that leaders often use data in collaboration with others when making decisions about programming for students.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798684690600Subjects--Topical Terms:

585508
Educational leadership.
Subjects--Index Terms:

Data use in educationIndex Terms--Genre/Form:

554714
Electronic books.

A Qualitative Study of Data Utilization in Special Education.
LDR:03426ntm a22004577 4500 001 1144427
005 20240611104223.5
006 m o d
007 cr mn ---uuuuu
008 250605s2020 xx obm 000 0 eng d
020 $a 9798684690600
035 $a (MiAaPQ)AAI28095684
035 $a AAI28095684
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Giebink, Erin Anderson. $3 1469439
245 1 2 $a A Qualitative Study of Data Utilization in Special Education.
264 0 $c 2020
300 $a 1 online resource (167 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 82-05, Section: A.
500 $a Advisor: Alexander, Nicola.
502 $a Thesis (Ph.D.)--University of Minnesota, 2020.
504 $a Includes bibliographical references
520 $a For the last two decades, schools have increasingly been required to administer and report standardized accountability data to prove they are successfully educating students. Previous research has found that educational leaders report using this standardized data more often than any other type of data. This is problematic for students who require special education services to access their education as they have needs that may not be met during a standardized testing administration and can impact their ability to demonstrate their learning. Leaders responsible for making decisions for students with disabilities need to know how to use data from a variety of sources in order to obtain a complete understanding of student progress. The purpose of this study is to learn more about how leaders use data to support students receiving special education services. Nineteen principals and other administrators identified as making decisions for students in special education from five traditional public and five charter schools in the Twin Cities area were interviewed in order to gain an understanding of how leaders use data to support students in special education. In addition to semi-structured interviews, annual reports from each participating school were analyzed. Four themes emerged from the resulting data: (1) leaders use big-picture or detail-oriented data depending on their role; (2) educational setting matters; (3) leaders have similar expectations for all students; and (4) data use is collaborative. Results support previous findings that leaders use academic data as the most common type of data used by leaders. Findings also suggest that school setting may play a role in the likelihood that leaders use different types of data to support students in special education and that leaders often use data in collaboration with others when making decisions about programming for students.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
650 4 $a Educational leadership. $3 585508
650 4 $a Special education. $3 567627
650 4 $a Education policy. $3 1107727
650 4 $a Educational administration. $3 1148465
650 4 $a Teacher education. $3 1148451
653 $a Data use in education
653 $a Educational data
653 $a Standardized testing
653 $a Special education services
653 $a Student progress
653 $a Principals
653 $a Student support
653 $a Bi-picture thinking
655 7 $a Electronic books. $2 local $3 554714
690 $a 0449
690 $a 0529
690 $a 0458
690 $a 0530
690 $a 0514
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a University of Minnesota. $b Educational Policy and Administration. $3 1185721
773 0 $t Dissertations Abstracts International $g 82-05A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28095684 $z click for full text (PQDT)