A Developmental Study Examining the Value, Effectiveness, and Quality of a Data Literacy Intervention

Autor/in	Rogers, Michelle Antionette
Titel	A Developmental Study Examining the Value, Effectiveness, and Quality of a Data Literacy Intervention
Quelle	(2015), (169 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, University of Iowa
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3394-9576-7
Schlagwörter	Hochschulschrift; Dissertation; Information Literacy; Data; Intervention; Knowledge Level; Knowledge Base for Teaching; Teacher Attitudes; Decision Making; Self Efficacy; Formative Evaluation; Teacher Evaluation; Training; College Faculty; Pretests Posttests; Accountability; Content Analysis; Information Utilization; Iowa + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Informationskompetenz; Daten; Wissensbasis; Teaching theory; Theory of teaching; Unterrichtstheorie; Lehrerverhalten; Decision-making; Entscheidungsfindung; Self-efficacy; Selbstwirksamkeit; Teacher appraisal; Lehrerbeurteilung; Ausbildung; Fakultät; Verantwortung; Inhaltsanalyse; Informationsnutzung
Abstract	Previous research indicates that pre- and in-service teachers are not receiving adequate training to implement data-informed instructional decision making. This is problematic given the promise this decision making process holds for improving instruction and student learning. At the same time, many educators do not see the value of different types of assessment data (e.g. accountability data), and lack the knowledge, skills, and confidence to use available data to guide instructional decisions. The purpose of this study was to conduct a formative evaluation of an online training designed to improve Iowa pre- and in-service teachers' perceptions about data, data knowledge, skills and confidence working with data. The training along with a data literacy test was administered online to 29 pre-service teachers from two Iowa universities. A pre-post design was used to assess changes in these data constructs. Results indicated that participants' perceptions about external accountability data improved significantly after completing the training, as did their confidence working with data. However, most participants' data performance were relatively stable pre-post training. A content analysis of responses pre-post revealed qualitative changes in some participants' thinking about data. Participants rated the value, effectiveness and quality of the training and complementary materials. Ratings were mostly positive, with participants signifying the training and materials as valuable and effective for enhancing their understanding of data as well as their confidence working with data. Participants also identified opportunities for improving the training. The author concludes with a discussion of the results, implications for future research, and how the study adds to the existing literature and informs practice. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01