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ERIC Number: EJ1129300
Record Type: Journal
Publication Date: 2017-Feb
Pages: 26
Abstractor: As Provided
ISSN: ISSN-0195-6744
Ability Grouping and Differentiated Instruction in an Era of Data-Driven Decision Making
Park, Vicki; Datnow, Amanda
American Journal of Education, v123 n2 p281-306 Feb 2017
Despite data-driven decision making being a ubiquitous part of policy and school reform efforts, little is known about how teachers use data for instructional decision making. Drawing on data from a qualitative case study of four elementary schools, we examine the logic and patterns of teacher decision making about differentiation and ability grouping. We find that district and school policies conditioned teachers' decision making through mandated time for instructional differentiation, curricular tools, and online program adoption. Educators used various strategies reflecting different logics, types of data used, and sources of decision making. Implications for theory and research are discussed.
University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A