Chapter 4 Findings
Chapter 4 Findings
David Dunaway
April 6, 2025
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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.
confidence?
2. What effect does this professional development have on student academic performance?
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
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
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applicable. Charts and tables are incorporated to support the interpretation of the data and to help
The findings are discussed within the broader context of the literature reviewed in Chapter 3.
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,
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
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
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
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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.
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
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
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
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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.
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,"
An emerging theme from post-survey reflection and discussion was a lack of self-
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
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
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
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toward learning targets, using the same or similar assessment items across the beginning, middle,
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
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
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
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continuous improvement. The next chapter will further interpret these results, connect them to
the literature, and offer practical recommendations for school leaders and educators.