Ability Grouping and Differentiated Instruction in an Era of Data-Driven Decision Making

Autor/inn/en	Park, Vicki; Datnow, Amanda
Titel	Ability Grouping and Differentiated Instruction in an Era of Data-Driven Decision Making
Quelle	In: American Journal of Education, 123 (2017) 2, S.281-306 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0195-6744
Schlagwörter	Ability Grouping; Individualized Instruction; Data; Decision Making; Qualitative Research; Case Studies; Elementary School Teachers; Board of Education Policy; School Policy; Time on Task; Educational Resources; Electronic Learning + Suchen Sie Ihr Suchwort? Homogene Gruppierung; Niveaugruppierung; Streaming; Individualisierender Unterricht; Daten; Decision-making; Entscheidungsfindung; Qualitative Forschung; Case study; Fallstudie; Case Study; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Schulpolitik; Zeitaufwand; Bildungsmittel
Abstract	Despite data-driven decision making being a ubiquitous part of policy and school reform efforts, little is known about how teachers use data for instructional decision making. Drawing on data from a qualitative case study of four elementary schools, we examine the logic and patterns of teacher decision making about differentiation and ability grouping. We find that district and school policies conditioned teachers' decision making through mandated time for instructional differentiation, curricular tools, and online program adoption. Educators used various strategies reflecting different logics, types of data used, and sources of decision making. Implications for theory and research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01