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Supporting Teachers to Engage in Meaningful Data Literacy and Data Science Practices Across Disciplines
Wed, April 8, 7:45 to 9:15am PDT (7:45 to 9:15am PDT), Los Angeles Convention Center, Floor: Level Two, Room 515ASession Type: Structured Poster Session
Abstract
In order to be adequately prepared for a data-infused world, students need to develop robust data literacy across domains and scenarios in order to be able to engage with and participate in the world around them. To bring about the change we need in preK-12 classrooms, teachers must be able to provide experiences for students to work with authentic datasets across subject areas. This poster symposium begins to explore how teachers can be supported to engage with data practices in their classrooms. Through diversity of context across disciplines and grades levels, this session provides an opportunity for discussion of what commonalities emerge as positive support for teachers as they engage with interdisciplinary data explorations in their classrooms.
Sub Unit
Chair
Papers
Data Doulas: Supporting Educators to Cultivate Data-Rich Instruction in STEM Classrooms - Nicole Wong, WestEd; Leticia Perez, WestEd; Kirsten Daehler, WestEd
Elementary Teachers' Self-efficacy and Interest in Teaching Data Science - Danielle C. Herro, Clemson University; Jeremiah Nosakhare Akhigbe, Clemson University; Matthew J. Madison, University of Georgia
Using Digital Tools to Support Elementary Teachers Development of Data Science Literacy - Laura Shelton, University of Houston; Mandana Delavari, University of Houston; Travis Weiland, University of North Carolina - Charlotte; Caitlin Ireland, University of North Carolina - Charlotte
Supporting Critical Data Literacy Instruction in Social Studies Through Online PD and Resources - Tamara L. Shreiner, Grand Valley State University; Bradford Dykes, Grand Valley State University
Redistributing the Sensible: A Framework for Using Creative Data Representations with Preservice Teachers Across Disciplines - Lee Melvin M. Peralta, Michigan State University
Engaging Data Literacy through Active and Engaged Classroom Discourse Practices - Kristy Brugar, University of Oklahoma; Julianna E. Lopez Kershen, University of Oklahoma
“Not a Data Person” but Still Exploring: English Language Arts Teachers’ Experiences in Teaching Data - Nichole Nomura, University of Wyoming; Daniela Gamboa Zapatel, Stanford University; Victor R. Lee, Stanford University; Sarah Levine, Stanford University; Christine Bywater, Stanford University
Seeing, Thinking, Wondering: Cultivating Data Literacy in Preschool with Primary Sources - Ilene R. Berson, University of South Florida; Michael J. Berson, University of South Florida
Designing at the Boundary: Exploring Teachers’ Integration of Data Science and Mathematics - Elizabeth Metts, Vanderbilt University; Kate Chapman; Ji Son, California State University - Los Angeles
Pre-service Teachers’ Evaluations of Ethics and Data Rights Across Individual, Communal, and Societal Layers - Victoria L. Delaney, San Diego State University; Ryan Gabriel Aniceto, San Diego State University