A Classroom Data Literacy Intervention for Pre-service Teachers

• In Event: Engaging in Literacy Practices to Increase Learning

Abstract

Current professional standards and policies articulate high expectations for teachers’ data literacy. However, little is known about how pre-service teacher education can best develop this construct in future teachers. This pretest-posttest study investigated 34 pre-service teachers’ perceptions of the impact and quality of a six-hour data literacy intervention, which involved scoring classroom traditional and performance assessments, and analyzing, interpreting, and making decisions based on the data. The study also examined changes in pre-service teachers’ attitudes and beliefs throughout the course of the intervention. Participant reports suggest that the intervention increased the pre-service teachers’ knowledge and skills related to data literacy. While the pre-service teachers’ reports of one belief, in particular, changed significantly during the intervention, other evidence suggests this may be explained on account of maturational factors. Directions for future research on data literacy interventions for pre-service teachers are discussed.

Authors

• Todd Reeves, Northern Illinois University

• Sheryl Honig, Northern Illinois University