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ERIC Number: EJ1179446
Record Type: Journal
Publication Date: 2018
Pages: 30
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1570-0763
Data Use as Instructional Reform: Exploring Educators' Reports of Classroom Practice
Wachen, John; Harrison, Christopher; Cohen-Vogel, Lora
Leadership and Policy in Schools, v17 n2 p296-325 2018
Through policies like No Child Left Behind, the federal government incentivized the use of student performance data as a core strategy for improving student achievement. The assumption behind these efforts is that data will be used to guide teacher practice and promote high-quality instruction. This study examined how teachers describe using data in their instructional practices. Findings reveal that few teachers were able to articulate an ability to bridge the divide between using data to identify students in need of help and using data to modify instruction. We discuss factors that supported or impeded educators' use of data.
Taylor & Francis. 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: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Florida
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001; Race to the Top