Longitudinal Effects of Teacher Use of a Computer Data System on Student Achievement

Autor/inn/en	Wayman, Jeffrey C.; Shaw, Shana; Cho, Vincent
Titel	Longitudinal Effects of Teacher Use of a Computer Data System on Student Achievement
Quelle	In: AERA Open, 3 (2017) 1, (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2332-8584
Schlagwörter	Data; Longitudinal Studies; Academic Achievement; Decision Making; Intervention; Models; Elementary School Students; Elementary School Teachers; Junior High School Students; Secondary School Teachers; Mathematics Achievement; Reading Achievement; Computer Uses in Education; Information Systems + Suchen Sie Ihr Suchwort? Daten; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Schulleistung; Decision-making; Entscheidungsfindung; Analogiemodell; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; Computernutzung
Abstract	Does data use make a difference in student achievement? Despite the field's optimism on this matter, relatively few studies have attempted to quantify the effects of data use. These studies have often used the presence of a data use intervention (e.g., a data system or data coaching) as a proxy for use, as opposed to tracking teachers' direct interactions with data, via data system click logs, for example. Accordingly, the present study sought to address this methodological gap by exploring the 2-year effects of data use through a multilevel cross-classified model of teachers' system interactions and student achievement. A significant relationship was found between system use and elementary reading, but no significant relationships were found for elementary math, junior high math, or junior high reading. The implications of this study on how to conceptualize and measure use, as well as how to support practitioners, are discussed. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01