Measuring Data Use in Classrooms Serving Young Children

• In Event: Examining the Capacity for Data Use

Abstract

Efforts to support and increase the use of data to inform teaching have increased in recent years, taking a more central role in recent standards for early childhood programming (Administration for Children and Families, 2016). However, understanding the variations in the use of data within in early childhood programs is not well understood due to the difficulty of documenting and measuring data use. This paper reports on the current findings of an effort to develop a comprehensive tool for measuring data use among early childhood educators—the Data Use Components and Experiences in Schools (DUCES) instrument. The measure uses a developmental framework across environmental, organizational, interpersonal, and intrapersonal contexts to conceptualize multiple aspects of data use (Marsh & Farrell, 2015).

Authors

• Shannon Stark Guss, Early Childhood Education Institute - University of Oklahoma-Tulsa

• Amanda Stein, Ounce of Prevention Fund

• Timothy G. Ford, University of Oklahoma