Elementary Educators’ Understanding and Implementation of Universal Design for Learning Practices in Data Science Instruction

• In Event: Consortium of State and Regional Educational Research Associations Distinguished Paper Session 1

Abstract

In the last decade, educational policies have included data science in the K-12 curriculum. Simultaneously, policies have called for educators to support all learners using frameworks such as Universal Design for Learning (UDL). However, data science instruction is largely understudied at the elementary level and fewer have explored the concept of UDL within data science instruction. Utilizing a mixed-method approach, we evaluated the effectiveness of a professional learning and development experience with nine educators in grades three through five. The educators created inclusive data science units using the principles of UDL. We analyzed survey data, unit plans, journal prompts, and classroom observations. Collectively, the findings suggest that UDL and data science instruction can be successfully integrated at the elementary level.

Authors

• Shanna E. Hirsch, Clemson University

• Danielle C. Herro, Clemson University

• Mya Kelley, Clemson University

• Matthew J. Madison, University of Georgia

• Jonte' C. Taylor, Pennsylvania State University