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ERIC Number: EJ1056332
Record Type: Journal
Publication Date: 2015-Apr
Pages: 35
Abstractor: As Provided
Reference Count: 41
ISBN: N/A
ISSN: ISSN-0002-8312
Making Sense of Student Performance Data: Data Use Logics and Mathematics Teachers' Learning Opportunities
Horn, Ilana Seidel; Kane, Britnie Delinger; Wilson, Jonee
American Educational Research Journal, v52 n2 p208-242 Apr 2015
In the accountability era, educators are pressed to use evidence-based practice. In this comparative case study, we examine the learning opportunities afforded by teachers' data use conversations. Using situated discourse analysis, we compare two middle school mathematics teacher workgroups interpreting data from the same district assessment. Despite similarities in their contexts, the workgroups invoked different data use logics that shaped teachers' learning opportunities. The first workgroup's instructional management logic linked increasing student achievement to individualization. The second workgroup's instructional improvement logic focused on students' thinking and linked it to instructional changes but was limited by broader instructional management logics. Evidence-based practice cannot be understood apart from the data use logics in teachers' communities, which are shaped by policy constraints.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools; Secondary Education; Junior High Schools
Audience: N/A
Language: English
Sponsor: National Science Foundation
Authoring Institution: N/A
IES Grant or Contract Numbers: DRL-1119122