Teachers' Perceptions of the Factors Influencing Their Engagement with Statistical Reports on Student Achievement Data

Autor/inn/en	Pierce, Robyn; Chick, Helen; Gordon, Ian
Titel	Teachers' Perceptions of the Factors Influencing Their Engagement with Statistical Reports on Student Achievement Data
Quelle	In: Australian Journal of Education, 57 (2013) 3, S.237-255 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0004-9441
DOI	10.1177/0004944113496176
Schlagwörter	Teacher Attitudes; Intention; Data Use; Decision Making; Test Interpretation; Literacy; Numeracy; National Competency Tests; Foreign Countries; Elementary School Teachers; Secondary School Teachers; Academic Achievement; Gender Differences; Educational Background; Statistical Analysis; Professional Development; Experienced Teachers; Principals; Self Efficacy; Australia; National Assessment Program Literacy and Numeracy + Suchen Sie Ihr Suchwort? Lehrerverhalten; Decision-making; Entscheidungsfindung; Test analysis; Testauswertung; Alphabetisierung; Schreib- und Lesefähigkeit; Rechenkompetenz; Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Schulleistung; Geschlechterkonflikt; Vorbildung; Statistische Analyse; Principal; Schulleiter; Self-efficacy; Selbstwirksamkeit; Australien
Abstract	In Australia, as in other countries, school students participate in national literacy and numeracy testing with the resulting reports being sent to teachers and school administrators. In this study, the Theory of Planned Behaviour provides a framework for examining teachers' perceptions of factors influencing their intention to engage with these data. Most teachers perceived the data to be useful, but there were some negatively held views. For both primary and secondary teachers, males were more positive and had weaker perceptions of barriers to their use of data from system reports compared to females. Teachers who had studied statistics at the post-secondary level and/or attended relevant professional learning generally felt more capable of using the data, and senior teachers and principals were more favourably disposed to using these kinds of statistical reports. Many teachers had concerns about the timeliness of the data's release and the effort required to interpret them. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01