ERIC Number: EJ1138460
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
Reference Count: 63
Diving into Data: Developing the Capacity for Data Literacy in Teacher Education
Dunlap, Karen; Piro, Jody S.
Cogent Education, v3 n1 Article 1132526 2016
Educators by definition are now required to utilize a variety of student data to shape the decisions they make and design the lessons they teach. As accountability standards become more stringent and as teachers face increasingly diverse student populations within their classrooms, they often struggle to adequately meet the needs of all learners. Using student data, rationales for instructional decisions become grounded in best practices. Unfortunately, some administrators and teachers lack the confidence and/or training needed to successfully engage with and interpret data results. This may be especially true for early career educators and those just entering the field. Indeed, for novice teachers to be successful in the current accountability culture, they must possess, understand, and effectively utilize data literacy skills, something quite difficult to accomplish without adequate training. The research in this article explored how pre-service educators determined what worked in a data literacy intervention and the potential impact this had on their instructional decision-making process. Implications for instructor professional development are offered for consideration.
Descriptors: Data, Information Literacy, Teaching Skills, Knowledge Base for Teaching, Preservice Teacher Education, Educational Practices, Intervention, Accountability, Evaluation Utilization, Best Practices, Action Research, Data Analysis, Pretests Posttests, Student Surveys, Beliefs, Undergraduate Students
Cogent OA. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Location: Texas