Article ID | Journal | Published Year | Pages | File Type |
---|---|---|---|---|
372597 | Studies in Educational Evaluation | 2014 | 10 Pages |
Abstract
Educators are expected to use data to improve teaching and learning. Yet data use is complex: Even after decades of accountability pressures, teachers still struggle with using data to inform instructional practice, often because they receive inadequate data-related professional learning. In this study, qualitative data from 110 participants were used to address two questions: (1) What skills do teachers need to use data effectively? (2) How should teachers receive data-related professional learning? Findings are viewed in light of previous research to suggest avenues to improve data-related professional learning.
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Education
Authors
Jeffrey C. Wayman, Jo Beth Jimerson,