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EDUC 8545 Assessment and Data Analysis to Support Systemic Literacy Programs: Welcome & Course Readings

Welcome to your course guide

Please find your required library readings below. If you have problems with the links below, please contact the Library. If you have APA questions about these materials, please contact the Writing Center.

EDUC 8545 Required Course Readings


The links are for required readings found in the Walden databases ONLY. For all other readings, see your course resources.

Please enter your myWalden user name and password at the prompt.

Brown, M., & Macatangay, A. (2002). The impact of action research for professional development: Case studies in two Manchester schools. Westminster Studies in Education, 25(1), 35-45.

Buhle, R., & Blachowicz, C. L. Z. (2009). The assessment: Double play. Educational Leadership, 66(4), 42-48.

Carlson, D., Borman, G. D., & Robinson, M. (2011). A multistate district-level cluster randomized trial of the impact of data-driven reform on reading and mathematics achievement. Educational Evaluation and Policy Analysis, 33(3), 378-398.

Chatterji, M. (2002). Models and methods for examining standards-based reforms and accountability initiatives: Have the tools of inquiry answered pressing questions on improving schools? Review of Educational Research, 72(3), 345-386.

Cleveland, L. (2007). Surviving the reading assessment paradox. Teacher Librarian 35(2), 23-28.

Conzemius, A. (2012). The X factor is ‘why’. Journal of Staff Development, 33(4), 20-25.

Debard, R., & Kubow, P. K. (2002). From compliance to commitment: The need for constituent discourse in implementing testing policy. Educational Policy, 16(3), 387-405.

Duke, N. K. & Martin, N. M. (2011). 10 things every literacy educator should know about research. The Reading Teacher, 65(1), 9-22.

Easton, J. Q. (2012). Commentary on the uses of research in policy and practice. Social Policy Report, 26(2),19.

Ediger, M. (2003). Data driven decision making. College Student Journal, 37(1), 9-15.

Flannagan, J. S., & Kelley, M. (2009). Differentiated support. Principal Leadership, 9(7), 28–30.

Guskey, T. R. (2012). The rules of evidence. Journal of Staff Development, 33(4), 40-43.

Hahs-Vaughn, D. L. & Yanowitz, K. L. (2009). Who is conducting teacher research? The Journal of Educational Research, 102(6), 415-424.

Hayes, L. L., & Robnolt, V. J. (2007). Data-driven professional development: The professional development plan for a Reading Excellence Act school. Reading Research and Instruction, 46(2), 95-119.

Irvin, J. L., Meltzer, J., & Dukes, M. S. (2007). Develop and implement a schoolwide literacy action plan. In Taking Action on Adolescent Literacy: An Implementation Guide for School Leaders. (p.117-143.)

Johnston, P., & Costello, P. (2005). Principles for literacy assessment. Reading Research Quarterly, 40(2), 256–267.

Marsh, J. A., McCombs, J. S., & Martorell, F. (2010). How instructional coaches support data-driven decision making: Policy implementation and effects in Florida middle schools. Educational Policy, 24(6), 872-907.

McCutchen, D., Abbott, R. D., Green, L. B., Beretvas, S. N., Cox, S., Potter, N. S., … Gray, A. L. (2002). Beginning literacy: Links among teacher knowledge, teacher practice, and student learning. Journal of Learning Disabilities, 35(1), 69-86.

McKenna, M. C., & Walpole, S. (2005). How well does assessment inform reading instruction?. The Reading Teacher, 59(1), 84-86.

Mokhtari, K., Rosemary, C. A., & Edwards, P. A. (2007). Making instructional decisions based on data: What, how, and why. The Reading Teacher, 61(4), 354-359.

Mokhtari, K., Thoma, J., & Edwards, P. (2009). How one elementary school uses data to help raise students’ reading achievement. The Reading Teacher, 63(4), 334-337.

Pacheco, M. (2010). English-language learners' reading achievement: Dialectical relationships between policy and practices in meaning-making opportunities. Reading Research Quarterly, 45(3), 292-317.

Pella, S. (2011). What should count as data for data-driven instruction? Toward contextualized data-inquiry models for teacher education and professional development. Middle Grades Research Journal, 6(4), 57-75.

Roehrig, A. D., Duggar, S. W., Moats, L., Glover, M., & Mincey, B. (2008). When teachers work to use progress monitoring data to inform literacy instruction: Identifying potential supports and challenges. Remedial and Special Education, 29(6), 364-382.

Serafini, F. (2000). Three paradigms of assessment: Measurement, procedure, and inquiry. The Reading Teacher, 54(4), 384-393.

Slavin, R. E., Cheung, A., Holmes, G. C., Madden, N. A., & Chamberlain, A. (2013). Effects of a data-driven district reform model. American Educational Research Journal, 50(2), 371-396.

Tseng, V. (2012). The Uses of Research in Policy and Practice. Social Policy Report, 26(2), 2-16.

Wu, P. (2009). Do we really understand what we are talking about? A student examining the data literacy capacities and needs of school leaders. A Dissertation Presented to the Faculty of the Rossier School of Education University of Southern California.

Other Readings

Optional or supplemental readings may or may not be available in the library. Find further information about optional readings here.

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