ERIC Number: EJ1131337
Record Type: Journal
Publication Date: 2017-Feb
Abstractor: As Provided
Reference Count: 57
The Effects of a Data Use Intervention on Educators' Satisfaction and Data Literacy
Ebbeler, Johanna; Poortman, Cindy L.; Schildkamp, Kim; Pieters, Jules M.
Educational Assessment, Evaluation and Accountability, v29 n1 p83-105 Feb 2017
Schools in many different countries are increasingly expected to use data for school improvement. However, schools struggle with the implementation of data use, because building human capacity around data use in education has not received enough attention. Educators urgently need to develop data literacy skills for being able to use data. For supporting schools with the endeavor of developing data literacy skills, we developed and implemented a data use intervention in secondary schools based in the Netherlands. This study therefore focuses on the effects of this intervention on educator satisfaction with the intervention and their data literacy skills and attitude toward data use. This study uses a quasi-experimental research design and employs a mixed-methods approach with a data use questionnaire filled in by data team schools (N = 9) and comparison schools (N = 42), a satisfaction questionnaire filled in by data team participants (N = 55), pre- and posttest knowledge tests filled in by data team participants (N = 36), and interview data (N = 11) from three case study schools. The results show that the participants were, for example, very satisfied with the support received during the intervention. Also, respondents developed new data literacy skills and showed a more positive attitude toward data use. The results show how teachers can be supported systematically in data use in their educational practice. In the conclusions, we discuss some important implications for practice regarding the intensity and duration of support and implications for further research.
Descriptors: Intervention, Information Literacy, Information Utilization, Data, Teacher Attitudes, Secondary School Teachers, Skill Development, Information Skills, Quasiexperimental Design, Mixed Methods Research, Questionnaires, Pretests Posttests, Capacity Building, Faculty Development, Foreign Countries, Semi Structured Interviews, Factor Analysis
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: email@example.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Authoring Institution: N/A
Identifiers - Location: Netherlands