Examining the Landscape of Teacher Learning for Data Use: The Case of Illinois

Autor/inn/en	Reeves, Todd D.; Summers, Kelly H.; Grove, Evan
Titel	Examining the Landscape of Teacher Learning for Data Use: The Case of Illinois
Quelle	In: Cogent Education, 3 (2016) 1, Artikel 1211476 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2331-186X
DOI	10.1080/2331186X.2016.1211476
Schlagwörter	Information Utilization; Data; Use Studies; Case Studies; Decision Making; Public School Teachers; Classroom Techniques; Educational Practices; Educational Opportunities; Preservice Teacher Education; Inservice Teacher Education; Teacher Characteristics; Performance Factors; Online Surveys; Beliefs; Anxiety; Teacher Surveys; Statistical Analysis; Illinois + Suchen Sie Ihr Suchwort? Informationsnutzung; Daten; Benutzerschulung; Case study; Fallstudie; Case Study; Decision-making; Entscheidungsfindung; Klassenführung; Bildungspraxis; Bildungsangebot; Bildungschance; Lehramtsstudiengang; Lehrerausbildung; Lehrerfortbildung; Leistungsindikator; Belief; Glaube; Angst; Statistische Analyse
Abstract	The use of data to inform instructional and educational decisions is an increasingly important facet of teachers' professional practice. However, little is presently known about the best teacher learning mechanisms by which to promote data use. This study (N = 329) examined the nature and distribution of both Illinois public teacher data use practices and teacher learning for data use and how learning opportunities and other factors previously identified in the literature (e.g., leadership and teacher beliefs) relate to data use practices. Our study replicates the importance of specific teacher beliefs for data use practices, and contributes new evidence for the role of course-based learning opportunities. (As Provided).
Anmerkungen	Cogent OA. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01