Please use this identifier to cite or link to this item: http://hdl.handle.net/10125/63201

A MIXED METHODS STUDY OF PRINCIPALS’ EXPERIENCE USING DATA ANALYTIC TOOLS IN HAWAI‘I

File Size Format  
Frontiera_hawii_0085A_10162.pdf 7.33 MB Adobe PDF View/Open

Item Summary

Title:A MIXED METHODS STUDY OF PRINCIPALS’ EXPERIENCE USING DATA ANALYTIC TOOLS IN HAWAI‘I
Authors:Frontiera, Candice Stephanie
Contributors:Sorensen Irvine, Christine (advisor)
Learning Design and Technology (department)
Keywords:Educational technology
Educational leadership
activity theory
data use
data visualizations
show 3 moremixed methods
school improvement
school principal
show less
Date Issued:2019
Publisher:University of Hawai'i at Manoa
Abstract:The potential benefits of the growing amount of available educational data have not been fully realized, especially for principals, who play a key role in deriving insight from data to inform school improvement. The purpose of this mixed methods study was to describe experiences of principals using data analysis tools in a K‒12 system. With a two-phased explanatory sequential design anchored in activity theory, the researcher investigated the types of data and tools used by principals, how they were used, and what factors influenced such use. Data were collected through an online survey administered to all public school principals in Hawai‘i as well as a think-aloud protocol and semistructured interviews with a smaller group. Responses showed that principals used school process and perceptual data on a more frequent basis than student learning or demographic data despite the greater investment in tools for the latter. Factors that influenced use included: (a) data characteristics, such as quality and quantity; (b) school organizational characteristics, such as professional learning and time; (c) computer system characteristics, such as integration, accessibility, user interface, and functionality; and (d) user characteristics, such as disposition and skills. Trends emerged around the ways the tools were not as useful or usable because of a lack of the following: data visualization, interactive dashboards, customization, and technological advancements. Thus, school district administrators are urged to increase investment in advanced analytic tools that can support a greater variety of data types and ways to integrate data systems. Findings may be used by tool designers and developers to improve tools. Structured time and training are also needed to support users. Additional research is suggested for improved understanding of the mediating role of evolving digital tools in analysis activity in order to help educators leverage greater insights.
Description:Ph.D. Thesis. Ph.D. Thesis. University of Hawaiʻi at Mānoa 2019
Pages/Duration:265 pages
URI:http://hdl.handle.net/10125/63201
Rights:All UHM dissertations and theses are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission from the copyright owner.
Appears in Collections: Ph.D. - Learning Design and Technology


Please email libraryada-l@lists.hawaii.edu if you need this content in ADA-compliant format.

Items in ScholarSpace are protected by copyright, with all rights reserved, unless otherwise indicated.