Data for Critical Consciousness: Engaging Teachers in Self-Study of Equity Orientations and Practices

• In Event: Novel Approaches to Teacher Learning

Abstract

This paper presents findings from a professional development project in data use for equity. The project was guided by frameworks of critical data driven decision making and data use for equity to aid teachers in strengthening their data and equity literacies. From spring to spring, teachers and administrators in one school site engaged in data collection and analysis of school and classroom level data focused on identifying in/equity within the school, alongside learning in culturally responsive and relevant practices. Case study findings indicate promising changes to teachers’ agency, critical consciousness, and multicultural capacity.

Authors

• Stephanie L. Dodman, George Mason University

• Jenice Leilani View, George Mason University

• Elizabeth K. DeMulder, George Mason University

• Rebecca L Brusseau, George Mason University

• Stacia M. Stribling, George Mason University