Teachers' Experiences with the Data-Driven Decision Making Process in Increasing Students' Reading Achievement in a Title I Elementary Public School

This paper is a research dissertation based on a qualitative case study conducted on Teachers' Experiences within a Data-Driven Decision Making (DDDM) process. The study site was a Title I elementary school in a large school district in Central Florida. Background information is given in relation to the need for research that was conducted on the issue of DDDM in increasing student achievement in Reading. The methodology of the research, along with literature review, is presented to define the parameters of the study. The paper contains five chapters in which existing research on topics similar to the current study is discussed. Additionally, the steps taken in exploring teachers' experiences are outlined and explained in connection to the Data-Driven Decision Making Framework. The framework is presented as the theory that guided the proposed study. As the paper progresses, it delves more into the methods that were used to collect and analyze data using qualitative research guidelines. Finally, the findings and recommendations are presented. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]