Changes in educators' data literacy during a data-based decision making intervention

Geel, Marieke van; Keuning, Trynke; Visscher, Arend J.; Fox, Jean-Paul

doi:10.1016/j.tate.2017.02.015

Cited by 33 publications

(56 citation statements)

References 24 publications

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“…Data literacy plays a key role in successfully implementing DBDM. Several studies have focused on the implementation of DBDM interventions, have reported the effects of DBDM interventions on educators' data literacy, and focused on the data literacy concept (e.g., Bocala & Boudett, 2015;Carlson et al, 2011;Ebbeler et al, 2017;Hamilton et al, 2009;Means et al, 2011;Van Geel et al, 2017). However, no studies have investigated the extent to which educators developed in terms of each of the five data literacy components (setting a purpose, collecting data, analyzing data, interpreting data, and taking instructional action) during a data use intervention; what they learn and struggle with concerning each data literacy component also has not been studied before.…”

Section: Conclusion and Discussionmentioning

confidence: 99%

“…Although the data use intervention was designed to teach educators to use data and to support them in solving educational problems in their school, the design was not specifically based on learning theories concerning how best to teach educators complex tasks. For example, instead of wholetask practice, which is suggested in the four-component instructional design model (e.g., van Merriënboer & Kirschner, 2013) to support the transfer of learning, some learning tasks during the data use intervention were taught separately, and some were also not representative of tasks educators can encounter during daily teaching practice (Timperley, 2008;van Merriënboer & Kirschner, 2013). These characteristics of the intervention might be further reasons for the low posttest score on the data literacy test.…”

Section: Conclusion and Discussionmentioning

confidence: 99%

“…However, educators' data literacy could be developed to a greater extent during the data use intervention. Adapting the data use intervention through applying more explicitly principles of the fourcomponent instructional design model, such as providing educators with whole-task DBDM experiences (van Merriënboer & Kirschner, 2013), could be a possible improvement to make. We could also try to translate the data use intervention to apply more closely in educators' daily teaching practice, and thus focus on a smaller micro-level (Timperley, 2008).…”

Section: Implications For Practicementioning

confidence: 99%

“…In the research, there is not as yet a consensus on precisely what knowledge underlies this broad and complex concept. For example, content knowledge can be essential for analyzing and interpreting data, and pedagogical content knowledge can be important for determining appropriate instructional actions in the classroom (Mandinach & Gummer, 2016a, 2016bVan Geel, Keuning, Visscher, & Fox, 2017).…”

Section: Introductionmentioning

confidence: 99%

“…Assessment literacy (i.e., the ability to use assessment data only) has often been studied instead of the broader data literacy concept (i.e. the ability to use different types of data) (Mandinach & Gummer, 2016a;Van Geel et al, 2017). The field has mainly focused on stating that data literacy is a key prerequisite for DBDM, has defined the data literacy concept, and has identified educators' current abilities regarding data use (Hamilton et al, 2009;Kerr, Marsh, Ikemoto, Dariley, & Barney, 2006;Mandinach & Gummer, 2016a;Means, Chen, DeBarger, & Padilla, 2011).…”

Section: Introductionmentioning

confidence: 99%

See 4 more Smart Citations

Data literacy: What do educators learn and struggle with during a data use intervention?

Kippers

Poortman

Schildkamp

et al. 2018

Studies in Educational Evaluation

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Data literacy is a prerequisite for making data-based decisions. This paper focuses on the extent to which educators develop components of data literacy during a 1-year data use intervention, as well as what they learn and struggle with concerning these data literacy components. In the data use intervention, teams of teachers, school leaders and a data expert use data to solve an educational problem at their school. We employed a mixedmethods approach, combining data from a pre-and post-test data literacy test (N = 27), interviews (N = 12), evaluations of meetings (N = 33), and logbooks. Findings show that educators' data literacy increased significantly. Participants and the data coach indicated that educators had learned, for example, to analyze data with Excel, and to refute misconceptions. Still, there is room for further improvement. For example, educators struggled with formulating a data use purpose that is plausible, sufficiently concrete and measurable.

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Section: Conclusion and Discussionmentioning

confidence: 99%

Section: Conclusion and Discussionmentioning

confidence: 99%

Section: Implications For Practicementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Data literacy: What do educators learn and struggle with during a data use intervention?

Kippers

Poortman

Schildkamp

et al. 2018

Studies in Educational Evaluation

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Improving the school environment: School staff perceptions of school climate data and reporting practices

Debnam

Edwards

Cornell

2021

Journal Community Psychology

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School climate surveys have become widely used in U.S.schools, but there is little information on whether school leaders engage teachers and other staff in the process of reviewing and making use of survey results. This mixedmethods study examined staff interest, viewing, and use of survey results in a state that administers a school climate survey. Semistructured interviews with 15 staff members were conducted to gain insight into quantitative results from 16,525 staff members in 318 high schools. Survey data showed that although 84% of school staff were interested in seeing the results of their school climate survey, fewer than one-third reported seeing the results or using them for school planning or improvement. Administrators were more likely than teachers and other staff to have seen and used survey results. Content coding of the qualitative data elaborated on staff interest in reviewing and using climate data. These findings highlight the need for school leaders to collaborate with school staff on interpreting and using survey results for school climate improvement efforts.

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‘Teacher data literacies practice’ meets ‘pedagogical documentation’: A scoping review

Kim

2023

Review of Education

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In teacher education, there is a growing need for teachers to become data literate by collecting a variety of data on student learning to assess student progress and inform instruction. Research on pedagogical documentation in education, in particular early childhood education, has been undertaken to make students' learning visible by documenting multiple forms of student data. Although the notion of pedagogical documentation could be broadened in teacher data literacies practice, little is known about teacher data literacies practice in implementing pedagogical documentation. To fill this research gap, we performed a scoping review of the studies to investigate the landscape of teacher data literacies practice with pedagogical documentation published from 2000 to 2020. Our scoping review employed Arksey and O'Malley's methodological framework and identified 62 studies in our review. Our analysis provided an overview of the existing studies on teacher data literacies practice with pedagogical documentation. The implications of its findings were discussed. Context and implicationsRationale for this studyDespite the increased demand for teachers to make data‐driven and evidence‐based decisions in teaching, to our knowledge this is the first review of teacher data literacies in implementing pedagogical documentation.Why the new findings matterOur scoping review identifies knowledge gaps in teachers' pedagogical documentation in diverse K‐12 settings, particularly in developing countries.Implications for educational researchers and policy makersIt also calls for more classroom‐based research on teacher data literacies practice in implementing pedagogical documentation and the need to further understand the relationship between teacher data literacies and pedagogical documentation. These implications are relevant for both educational researchers and teachers.

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Changes in educators' data literacy during a data-based decision making intervention

Cited by 33 publications

References 24 publications

Data literacy: What do educators learn and struggle with during a data use intervention?

Data literacy: What do educators learn and struggle with during a data use intervention?

Improving the school environment: School staff perceptions of school climate data and reporting practices

‘Teacher data literacies practice’ meets ‘pedagogical documentation’: A scoping review

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