The Influence of Data Use Process and School-Level Factors on Teachers' Data Literacy

• In Event: Examining the Capacity for Data Use

Abstract

The current emphasis on data is a powerful force behind educational reform strategies. Administrators and teachers are inundated with data and increased expectations for data-driven practices in an effort to drive school reform. This mixed-methods study examined the impact of a capacity building teacher professional development program to enhance data literacy and data use practices among nine grade-level elementary and middle school teacher teams. Pre, post and follow-up surveys of the 28 teacher participants revealed a promising impact of participation in the year-long professional development program. Significant increases in data literacy, efficacy, and collaboration were evident. Team observations and principal interviews suggest the complexity of data use practice within varying school cultures and the powerful role of teacher relationships.

Authors

• Lisa M. Abrams, Virginia Commonwealth University

• Divya Varier, George Mason University