Understanding the Nature and Context of Data Use Practice: Developing Data Literacy for Teaching

• In Event: 66.058 - Roundtable Session 28
  In Roundtable Session: 66.058-19 - Teachers and Data Use: Literacy and Action

Abstract

The current emphasis on data is a powerful force behind educational reform strategies. These efforts combined with improved technologies for storing and accessing data have resulted in a proliferation of assessment data. Administrators and teachers are inundated with data and increased expectations for data-driven practices. As part of a researcher-practitioner partnership, this qualitative study was conducted to examine the current state of data use practice to identify key drivers of meaningful practice and tailor support for data literacy. Teacher and principal interviews revealed the central role of school data culture on data use practice and attitudes toward data. Although driven by state-mandated exam test scores, teachers relied on a range of classroom-level data types to determine specific learning problems.

Authors

• Lisa M. Abrams, Virginia Commonwealth University

• Divya Varier, George Mason University