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The Relationship Between Reading Coaches' Utilization of Data Technology and Teacher Development

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Date Issued:
2012
Abstract/Description:
The use of technology in assisting educators to use student data in well-devised ways to enhance the instruction received by students is gaining headway and the support of federal dollars across the nation. Since research has not provided insight as to whether or not reading coaches are using data technology tools with teachers, this mixed methods study sought to examine what behavioral intentions reading coaches have in using data technology tools with teachers, what variables may influence their behavioral intentions, and what trends may emerge in their views about using technology data tools with teachers. A mixed methods approach was deployed via a survey embedded in an email, and data from 61 Florida reading coaches from elementary, middle, and high schools in a large urban school district were examined using an adaptation of the Technology Acceptance Model (TAM). The results showed that collectively all reading coaches have a high level of behavioral intentions towards using a data technology tool with teachers. The study also showed that elementary, middle, and high school reading coaches vary in their degree of behavioral intentions in using a data technology tool based on different variables. Trends in data showed that reading coaches think data technology tools are helpful, but that trainings are needed and that technology tools should be user-friendly. Discussion is provided regarding the implications of the study results for all stakeholders.
Title: The Relationship Between Reading Coaches' Utilization of Data Technology and Teacher Development.
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Name(s): Behrens, Cherie, Author
Blair, Timothy, Committee Chair
Taylor, Rosemarye, Committee Member
Kelley, Michelle, Committee Member
Cartwright, Vickie, Committee Member
Flanigan, Jacquelyn, Committee Member
University of Central Florida, Degree Grantor
Type of Resource: text
Date Issued: 2012
Publisher: University of Central Florida
Language(s): English
Abstract/Description: The use of technology in assisting educators to use student data in well-devised ways to enhance the instruction received by students is gaining headway and the support of federal dollars across the nation. Since research has not provided insight as to whether or not reading coaches are using data technology tools with teachers, this mixed methods study sought to examine what behavioral intentions reading coaches have in using data technology tools with teachers, what variables may influence their behavioral intentions, and what trends may emerge in their views about using technology data tools with teachers. A mixed methods approach was deployed via a survey embedded in an email, and data from 61 Florida reading coaches from elementary, middle, and high schools in a large urban school district were examined using an adaptation of the Technology Acceptance Model (TAM). The results showed that collectively all reading coaches have a high level of behavioral intentions towards using a data technology tool with teachers. The study also showed that elementary, middle, and high school reading coaches vary in their degree of behavioral intentions in using a data technology tool based on different variables. Trends in data showed that reading coaches think data technology tools are helpful, but that trainings are needed and that technology tools should be user-friendly. Discussion is provided regarding the implications of the study results for all stakeholders.
Identifier: CFE0004357 (IID), ucf:49425 (fedora)
Note(s): 2012-08-01
Ed.D.
Education, Dean's Office EDUC
Doctoral
This record was generated from author submitted information.
Subject(s): Reading Coach -- Elementary School -- Middle School -- High School -- Data Technology Tools -- Assessment -- Reading Tests -- Differentiated Instruction -- Progress Monitoring -- Content Area Teachers -- Usage of Technology -- Student Achievement -- Data-Driven Decision Making -- Teacher Development -- Behavioral Intentions
Persistent Link to This Record: http://purl.flvc.org/ucf/fd/CFE0004357
Restrictions on Access: public 2012-08-15
Host Institution: UCF

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