0% found this document useful (0 votes)
2 views8 pages

Chapter 4 Findings

This study investigates the impact of professional development in data-driven instructional practices on teacher confidence and student achievement. Findings indicate that targeted training enhances educators' ability to use data effectively, leading to improved academic outcomes and increased self-efficacy. The mixed methods approach provided a comprehensive view of the changes in teacher practices and perceptions, highlighting the importance of ongoing, relevant professional development.

Uploaded by

David Dunaway
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
0% found this document useful (0 votes)
2 views8 pages

Chapter 4 Findings

This study investigates the impact of professional development in data-driven instructional practices on teacher confidence and student achievement. Findings indicate that targeted training enhances educators' ability to use data effectively, leading to improved academic outcomes and increased self-efficacy. The mixed methods approach provided a comprehensive view of the changes in teacher practices and perceptions, highlighting the importance of ongoing, relevant professional development.

Uploaded by

David Dunaway
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 8

1

Chapter 4 Research Design and Rationale: Does Professional Development in Data-Driven

Instructional Practices Increase Teacher Confidence and Student Achievement? Findings

and Data Analysis

David Dunaway

Department of Education, Southern Wesleyan University

EDAS 5823 – Advanced Educational Research II

Dr. Nathan Street

April 6, 2025
2

Chapter 4 Research Findings Introduction

The purpose of this study was to examine the impact of professional development in data-

based instruction on teacher confidence and student achievement. This research was driven by

the need to better understand how targeted training in data literacy and instructional decision-

making can empower educators to tailor instruction, improve academic outcomes, and enhance

their own sense of efficacy in the classroom. As such, this chapter presents the findings derived

from the analysis of both quantitative and qualitative data collected during the study.

The research questions guiding this study were:

1. How does professional development in data-based instruction influence teacher

confidence?

2. What effect does this professional development have on student academic performance?

3. In what ways do teachers implement data-driven strategies in their classrooms following

professional development?

This chapter is organized to provide a clear and comprehensive presentation of the study’s

findings, structured around the research questions. It begins with an explanation of how the data

were organized and analyzed, followed by subsections that address each research question in

turn. Quantitative results are presented first, focusing on pre- and post-assessment scores and

survey data that highlight changes in teacher confidence and student achievement. Qualitative

findings are then presented, drawing on teacher interviews, open-ended survey responses, and

observations to provide deeper insight into how data-based instructional practices were

implemented in the classroom.

Each subsection begins with a brief description of the type of data analyzed, followed by an

overview of the findings, including relevant patterns, themes, and illustrative excerpts where
3

applicable. Charts and tables are incorporated to support the interpretation of the data and to help

the reader visualize the impact of the intervention.

The findings are discussed within the broader context of the literature reviewed in Chapter 3.

Previous research emphasized the importance of professional development that is ongoing,

relevant, and collaborative (Desimone, 2009), and this study supports those claims. Furthermore,

the findings align with theories of data-driven decision-making and teacher self-efficacy,

suggesting that when teachers are provided with clear frameworks and support for using data,

both their confidence and instructional practices improve.

By organizing the findings in alignment with each research question, this chapter offers a

coherent narrative that demonstrates how the data collectively answer the central questions of the

study. The chapter concludes with a summary of key findings and a transition into Chapter 5,

which will provide a discussion of the results, implications for practice, and recommendations

for future research.

Methods of Acquiring Data

The participants included nine early-career teachers in their first or second year of

teaching. These individuals represented a diverse set of content areas: three mathematics

teachers, three Career and Technology Education (CTE) teachers, two English Language Arts

(ELA) teachers, and one social studies teacher. Five were male and four females. All participants

engaged in a four-part professional development (PD) series focused on the use of data to inform

instruction. Each PD session included a pre- and post-assessment, and a post-series group

discussion served as the final qualitative measure.

The first PD session, titled "Types of Data," began with a pre-survey assessing teachers’

baseline knowledge of data use. During the session, the facilitator reviewed types of instructional
4

data: pre-assessments, student feedback, demographic data, historical test performance, and

accommodations. Teachers engaged with a fictional case study, "Ms. Ramirez," who exemplified

ideal practices for data-informed instruction, including tracking student progress, differentiating

assessments, and rewarding student growth. Teachers responded positively, noting gaps in their

current practices and expressing surprise at the breadth of available data sources.

Reflection on Mixed Methods Approach

The use of a mixed methods design in this study provided a comprehensive view of the

impact of professional development on new teachers. Quantitative data from pre- and post-

assessments allowed for the measurement of changes in teacher confidence and student

performance, while qualitative data from interviews and group discussions added contextual

depth and meaning to those numerical shifts. This methodological integration strengthened the

study's validity by allowing patterns to be explored from multiple angles. For example, while

survey responses indicated general improvement in confidence levels, interview comments

revealed nuanced experiences, such as the influence of peer collaboration and reflection on

assessment design. The mixed methods approach ensured that both measurable outcomes and

personal growth were captured, providing a richer understanding of how data literacy training

affects practice. This approach was particularly helpful in identifying not just what changed, but

why those changes occurred, offering a more nuanced picture of how professional development

impacts teacher practice and perception.

Additionally, combining these data sources allowed for validation across different

instruments. In several cases, teachers reported a lack of confidence in specific practices during

interviews, which was mirrored in their neutral or low Likert-scale survey responses. This

convergence confirmed that the quantitative data were not only accurate but reflective of real
5

instructional concerns and perceptions. In contrast, other responses revealed gaps between what

teachers believed they were doing and what they articulated during discussions—highlighting the

importance of capturing multiple forms of evidence to gain a full picture of teacher learning and

growth.

The mixed methods approach also encouraged deeper participant reflection. As teachers

engaged in the PD sessions and shared insights in focus group conversations, they often

reevaluated earlier survey responses, stating that they had not fully considered certain practices

until prompted by peers or real-life examples. This iterative process of experiencing PD,

reflecting through discussion, and analyzing data created a feedback loop that not only enhanced

the research outcomes but modeled the very cycle of assessment-informed instruction the PD

aimed to promote.

Figure 1.1 I use formative assessment data to inform next steps.

Survey results revealed that while all participants claimed to use formative assessment

data, many recognized after the session that their interpretation and application of such data

could be improved. For example, Figure 1.2 shows that while most teachers agreed they used

data to differentiate instruction, few strongly agreed, and one participant marked "neutral,"

indicating hesitation or uncertainty in their practices.


6

Figure 1.2 Use of data to differentiate instruction.

An emerging theme from post-survey reflection and discussion was a lack of self-

reflection on instructional effectiveness. As shown in Figure 1.3, several participants admitted

they rarely analyzed assessment data through the lens of teaching strategies. Teachers shared

during the PD that while they reviewed test questions, they had not considered how their

instruction led to student misunderstanding.

Figure 1.3 Reflect on data to evaluate the effectiveness of my teaching.

One ELA teacher reflected, "I realized I should have modified some of my assessments

because a student with dyslexia was overwhelmed by too many answer choices."

To apply their learning, teachers were tasked with bringing in pre-assessment scores and unit

assessments for analysis in the next session. They created shortened assessments aligned with

key learning targets that could be tracked over time.

Analyzing Pre-Assessments

In the second PD session, teachers analyzed pre-assessment data to identify learning gaps

and group students accordingly. Students were placed into collaborative teams, with the highest-

scoring student serving as the group lead. These leads ensured that team members completed

tasks and stayed on track. Incentives such as candy, gift cards, and class privileges were

brainstormed and, with PTA support, implemented. Teachers tracked data on student progress
7

toward learning targets, using the same or similar assessment items across the beginning, middle,

and end of the unit to monitor growth.

Final Target Achievement

The final PD session focused on outcomes. Teachers compared pre- and post-assessment

data and reviewed student growth through benchmark scores. Figure 1.4 illustrates that the

majority of students showed improvement. Teachers noted that student engagement increased

through team learning and goal-setting.

Figure 1.4 Benchmark data.

Reflections showed a positive shift in teacher mindset. One math teacher stated, "I never

realized how motivated students could be with small rewards and clear goals." Others

emphasized the motivational power of sharing data with students and using it to create a sense of

community.

These findings reinforce the claims of prior research (e.g., Venables, 2014; Reeves, 2011)

that data-informed instruction improves both teaching effectiveness and student outcomes.

Moreover, the professional development model employed in this study exemplifies best practices

in teacher learning: sustained engagement, practical application, and reflective dialogue.

As new teachers develop their instructional identity, professional learning that emphasizes

purposeful data use can be transformative. The encouragement these teachers gained from

student progress not only validated their practice but also increased their commitment to
8

continuous improvement. The next chapter will further interpret these results, connect them to

the literature, and offer practical recommendations for school leaders and educators.

You might also like