How Teachers Use and Discuss Student-Learning Data: A Multicase Analysis

• In Event: Roundtable Session 95
  In Roundtable Session: The Use of Data to Inform Teaching and School Partnerships

Abstract

This paper provides a two-dimensional framework for analyzing and describing collaborative teacher inquiry involving student-learning data. The framework emphasizes a teacher group’s collective stance toward data and dialogic interactions. Results of a large-scale study that used mixed methods to analyze teacher groups’ specific uses of student-learning data are then provided. Results include precise measures for the amount of time teacher groups work with student-learning data, the ways in which they interact with data, and the impact of their stance on this work. The study illustrates the importance of supporting teacher groups’ stance toward student-learning data and dialogue, which leads to practical implications for facilitating teacher work of this kind.

Authors

• David Slavit, Washington State University Vancouver

• Tamara Holmlund Nelson, Washington State University - Vancouver

• Angie Foster, Washington State University - Vancouver