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The Education Data Issues Model : using a knowledge mobilization framework to examine teachers' engagement with large scale assessment data as a means to enhance student learning

dc.contributor.advisorvan Barneveld, Christina
dc.contributor.authorHill, Melissa
dc.date.accessioned2012-11-11T02:16:41Z
dc.date.available2012-11-11T02:16:41Z
dc.date.created2010
dc.date.issued2012-11-10
dc.identifier.urihttp://knowledgecommons.lakeheadu.ca/handle/2453/244
dc.description.abstractThe purpose of this research was to examine the Education Data Issues Model (EDIM), as a useful conceptual framework through which to study teachers' engagement with large scale assessment data as a means to enhance student learning. The ED1M framework was developed by myself and was based on knowledge mobilization theory, together with educational literature on data use, it was applied to the study and was revised based on the results. Eight Grade 3 and seven Grade 6 teachers volunteered to participate in semi-structured interviews regarding their perceptions and experiences using data from large scale assessment to inform teaching practice and student learning. ATLAS.ti software was used to code and analyze the transcribed audio-recorded interviews. Analysis entailed the identification of themes and patterns across the data. The results supported the EDIM as a useful conceptual framework through which to explore teachers' engagement with data as a means of enhancing student learning. Modifications were made to the EDIM which represented the data from the interviews with teachers. Two main themes became apparent in the data: the importance of time and timing as it relates to a large-scale assessment (LSA) program and the importance of the social context in which teachers used LSA data. Implications of the findings for teachers, students and testing agencies are discussed.en_US
dc.language.isoen_USen_US
dc.subjectEducational tests and measurementsen_US
dc.subjectEducationen_US
dc.subjectResearchen_US
dc.titleThe Education Data Issues Model : using a knowledge mobilization framework to examine teachers' engagement with large scale assessment data as a means to enhance student learningen_US
dc.typeThesisen_US
etd.degree.nameM.Ed.
etd.degree.levelMasteren_US
etd.degree.disciplineEducationen_US
etd.degree.grantorLakehead Universityen_US
dc.contributor.committeememberLawson, Alex
dc.contributor.committeememberBartley, Tony
dc.contributor.committeememberKlinger, Don


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