Early Childhood Teachers' Perceptions of Data Use for Individualizing Instruction

• In Event: 44.085 - Poster Session 9
  In Poster Session: 44.085-8 - Early Education and Child Development SIG Poster Session

Abstract

A growing body of research suggests data-guided individualized instruction may play a key role in facilitating children’s learning and academic achievement over time. Despite the perceived importance of data-guided individualization, such practices have not been universally adopted in early childhood settings. Teacher-level factors, such as data use efficacy, may influence data utilization. This study explores how teachers’ data-guided individualized instruction is influenced by these factors in early childhood classrooms. Results from interviews and surveys indicate that data use is a regular part of individualizing instruction and meeting program expectations. While it had been anticipated that teachers’ would vary in their data use behaviors and perceptions, these positive results may reflect program-level factors that support data use.

Authors

• Elizabeth J Humberstone, Johns Hopkins University

• Kelly Fisher, Temple University