Collaborative data-driven decision making: A qualitative study of the lived experiences of primary grade classroom teachers
Abstract
The purpose of this qualitative study was to describe the lived experiences of primary classroom teachers participating in collaborative data-driven decision making. Hermeneutic phenomenology served as the theoretical framework. Data were collected by conducting interviews with thirteen classroom teachers who taught in grades kindergarten through third grade who participated in collaborative data-driven decision making with their grade level team. Those interviews were audio recorded and transcribed. Item analysis was performed on the individual interviews and data were placed into a matrix. The matrix was then validated and unfolded during interviews with each team. The study focused on two questions. First, what is the experience of the classroom teacher as he or she participates in collaborative data-driven decision making? And second, how do teachers feel about collaborative data-driven decision making in practice? As a result of the study, eight themes emerged as the central experiences of teachers participating in collaborative data-driven decision making. Those themes included: Data, Team Dynamics, Collaboration, Efficacy, Time, Paperwork, Administration and Professional Development. Themes were identified through the analysis of the overall experience of the participant group of thirteen primary grade teachers representing four grade level teams. While commonalities exist among the themes, the overall experience of the participants identified both benefits of and barriers to effective collaborative data-driven decision making. This study has implications for schools that are currently implementing a collaborative data-driven decision making model, or for schools or districts that are considering utilizing a collaborative data-driven decision making model for continuous school improvement. Keywords: collaboration, data, data-driven decision making, hermeneutic, phenomenology, PLC, professional learning community, problem solving, response to intervention, RTI.
Degree
Ph.D.
Advisors
Hirth, Purdue University.
Subject Area
Educational leadership|School administration|Elementary education|Teacher education
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