DOI
https://doi.org/10.25772/3CZK-XD38
Defense Date
2021
Document Type
Dissertation
Degree Name
Doctor of Philosophy
Department
Education
First Advisor
Dr. Lisa Abrams, Ph.D.
Abstract
In March of 2020, schools in the United States closed for in-person learning due to the COVID-19 pandemic. When the school year began in the fall of 2020, many schools continued to operate virtually rather than in-person. In response, many teachers’ practices were revised. Although data use has been widely explored, teachers’ use of data in a virtual environment has received limited attention. This study contributes to the existing knowledge by exploring the influence of the shifting learning environments on the data use practices of teachers in four schools in one school district during the 2020 -2021 school year.
Teachers began the year teaching virtually. In the spring, some students returned to school for in-person learning, shifting the learning environment to a hybrid space. Using survey data, interviews conducted while students were learning virtually, and interviews once the learning environment shifted to a hybrid learning environment, the influence of the shifting learning environments on teachers’ data use practices was explored. Teachers discussed collaborating more frequently and differently, adjusting the sources of data used, and adapting their actions with data to support student learning.
The results of this study indicated that teachers consistently used data to measure and support student learning in the virtual environment. Teachers adjusted their practices throughout the year as the learning environments shifted to measure student understanding more accurately. To enhance these practices, teachers collaborated differently and more frequently. Additionally, teachers adapted their actions in response to data to respond more effectively to identified student learning needs.
Rights
© The Author
Is Part Of
VCU University Archives
Is Part Of
VCU Theses and Dissertations
Date of Submission
12-6-2021