ERIC Number: EJ1229152
Record Type: Journal
Publication Date: 2019
Abstractor: As Provided
How and Why Teachers Engage Students with Data
Jimerson, Jo Beth; Cho, Vincent; Scroggins, Kimberly A.; Balial, Ritu; Robinson, Reginald R.
Educational Studies, v45 n6 p667-691 2019
Just as accountability policies have led to increased levels of teacher data use, teachers have begun to increase the extent to which students track and analyse data about their own learning. Although some might argue that such "student-involved data use" (SIDU) might empower or motivate students to take charge of their own learning (e.g. planning or goal setting), others might see it as unduly pressuring youngsters. Because research about this practise is nascent, it is unknown how or why teachers might engage in this practise. Leveraging a sense-making lens, we employed qualitative methods to explore these issues with teachers in 11 elementary school classrooms in Texas. Findings describe teachers' strategies for engaging students with data, as well as their beliefs that SIDU was beneficial to student reflection, learning, motivation and teachers' instructional practises. We conclude by positing considerations for future research and leadership.
Descriptors: Data Use, Data Analysis, Teacher Guidance, Elementary School Teachers, Educational Practices, Elementary School Students, Teacher Improvement, Teaching Methods, Teacher Expectations of Students, Comprehension, Attribution Theory, Reflection, Academic Achievement, Learning Processes, Student Motivation, Family School Relationship, Educational Benefits
Routledge. 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: Elementary Education
Authoring Institution: N/A
Identifiers - Location: Texas
Identifiers - Assessments and Surveys: Texas Essential Knowledge and Skills