Giving Life to the Data: A Teacher-Centered Participatory Analysis of Professional Development and Performance

• In Event: AERA Roundtable Session Thursday 3:35 pm Four Seasons Ballroom 2-3
  In Roundtable Session: Empowering Teacher Candidates and Educators: Navigating Critical Issues, Culturally Responsive Practices, and Professional Development (Table 10)

Abstract

As part of a three-year professional development (PD) experience, current and former classroom teachers and researchers explore using data to inform elementary and middle school teaching practices. The investigators (including the teacher co-researchers) apply a culturally responsive teaching (CRT) and computational thinking (CT) framework to 1) integrate CT and CRT into elementary science and 2) present and discuss teacher performance data relative to the PD’s goals. Together, they confront the researcher-practitioner divide that often minimizes and ignores the unique experiences of teachers. They advocate for researchers and school administrators to be transparent with their data practices, emphasize growth mindsets, and ground data in the contexts where teachers work.

Authors

• Kristina Kramarczuk, University of Maryland

• Stacey Bragger, Prince George's County Public Schools

• Charlene Saint-Jean, University of Maryland

• Mirna Callejas Lopez, University of Maryland

• Donna Brumbaugh, University of Maryland

• Edmond Saint-Jean, University of Maryland

• Yue Xin, University of Maryland

• Ebony Terrell Shockley, University of Maryland

• Diane Jass Ketelhut, University of Maryland

• Brian C. Nelson, Arizona State University