Middle School Mathematics Teachers' Use of Data and Evidence in Practice

• In Event: Roundtable Session 57
  In Roundtable Session: Evaluation, Professional Growth, and Use of Data of Educators

Abstract

Using data as an educational reform strategy has gained significant traction in recent years; however, there is little research that provides insight into what happens in practice for teachers. School and district accountability expectations commonly specify particular data and questions on which teachers should focus. In contrast, engaging in action research positions teachers to act as change agents, to pose their own questions, and to seek their own answers through data use. This paper presents preliminary findings of the ways a group of mathematics teachers used data within the overlapping contexts of teacher accountability policies and their work as teacher researchers and offers insights into the meaning of data use in practice.

Author

• Jillian M Cavanna, Michigan State University