چکیده (انگلیسی):

This paper documents the results of a mixed method study of teachers who participated in
a survey and focus groups in a K-12 southwestern suburban school district during the
2011-2012 school year. The mixed method design contains elements of both qualitative
and quantitative approaches, permitting the authors to collect qualitative and
quantitative data in the same study. The teacher population (N=295) included
intervention specialists, speech and language specialists and counselors at the preschool, elementary, middle school and high school levels. The quantitative and
qualitative results from this study are synthesized and triangulated in the Cross – School
Results Triangulation Table (Table 1), and indicate that the district teachers assessed the
impact of the Data Team Process (Reeves, 2006) on their curricular,
assessment/feedback, instructional and leadership practices as positive. Teachers
generally reported that the process positively impacted student learning, though results
varied between pre-school, elementary, middle school and high school levels. Results
were reasonably consistent within the pre-school and elementary levels, varied slightly
within the middle school level, and were more variable at the high school level. The study
exposed the need in the district to focus on the full ten-step Data Team Process, provide
protected time to work in Data Teams, design teams carefully to allow same subject
teaches to work together, enforce common norms of behavior and create school-wide
Data Teams to orchestrate the efforts of subject/grade level teams within buildings.