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ERIC Number: EJ1098907
Record Type: Journal
Publication Date: 2016-Mar
Pages: 13
Abstractor: As Provided
ISSN: ISSN-1475-7257
Educational Psychology's Instructional Challenge: Pre-Service Teacher Concerns Regarding Classroom-Level Data-Driven Decision-Making
Dunn, Karee E.
Psychology Learning and Teaching, v15 n1 p31-43 Mar 2016
Data-driven decision-making (DDDM) is a difficult topic to cover, but typically required, in the applied educational psychology course or other courses required for teacher licensure in the United States. While a growing body of literature indicates in-service teachers are resistant to DDDM and underprepared to engage in it, little has been done to understand pre-service teachers while they are still in the ideal arena in which to address resistance and subsequently build DDDM skills. The purpose of this study was to examine pre-service teachers' affective response to the classroom-level DDDM via their concerns profile (n = 78). Participants' concerns profile revealed that much like in-service teacher literature suggests, this sample of pre-service teachers were resistant to learning more about DDDM, believed they knew of better innovations for use, and are unlikely to use DDDM in their future classrooms. The findings provide important insight for those of us tasked with covering this topic in our educational psychology courses.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Stages of Concern Questionnaire
Grant or Contract Numbers: N/A