Online Interventions to Promote Teacher Data-Driven Decision Making: Optimizing Design to Maximize Impact

• In Event: Poster Session 4
  In Poster Session: Quantitative Studies of Data Use

Abstract

At present, there are limited evidence-based mechanisms for developing teachers’ capacity to use data to inform their decision making in the classroom. This paper responds with an experimental study of a facilitated, collaborative, and highly-structured online data literacy intervention for pre-service and in-service teachers. In addition, the paper reports the results of experiments designed to test two subsequent design iterations of the intervention, one featuring data interpretational scaffolds and one featuring pedagogical knowledge scaffolds. Findings indicate effects of the base intervention on teachers’ data-driven decision making self-efficacy and anxiety, and highly favorable participant perceptions of intervention impact. However, results indicate limited value-added effects of data interpretational or pedagogical knowledge scaffolds. Limitations, implications for practice, and future research directions are discussed.

Authors

• Todd Reeves, Northern Illinois University

• Jui-Ling Chiang, Northern Illinois University