EXPLORING TEACHERS’ INTENTION TO USE DATA TO INFORM INSTRUCTION

The push to use data to inform instructional practices led to this action research (AR) study to explore teachers’ perceptions of data use. The AR team approached this problem by evaluating the data analysis process used at Thomas High. During this time, action researchers developed three questions that guided the study:

1. In what ways can the data talk process impact instructional practices at Thomas High?

2. How does the action research team describe what was learned about teachers’ perceptions of instructional effectiveness in using data to inform instructional planning and practices at Thomas High?

3. What perceived barriers exist in teachers’ use of data for instructional purposes at Thomas High?

Through the lens of the theory of planned behavior, the action research team explored teacher beliefs surrounding data informed instructional practices and examined how those perceptions impacted the data talks process. The findings of this action research study suggest that teachers’ perceptions of the data talks process are improved when the data analysis process occurs during content focused collaborative planning sessions.

Keywords: action research, data talks, data-informed instructional practices