Making Sense of Student Performance Data: Data Use Logics and Mathematics Teachers' Learning Opportunities

Autor/inn/en	Horn, Ilana Seidel; Kane, Britnie Delinger; Wilson, Jonee
Titel	Making Sense of Student Performance Data: Data Use Logics and Mathematics Teachers' Learning Opportunities
Quelle	In: American Educational Research Journal, 52 (2015) 2, S.208-242 (35 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831215573773
Schlagwörter	Accountability; Evidence; Case Studies; Discourse Analysis; Middle School Teachers; Mathematics Teachers; Data Analysis; Information Utilization; Use Studies; Evaluation Utilization; Data Interpretation; Communities of Practice; Educational Opportunities; Teamwork; Epistemology; Educational Practices; Interaction; Group Activities; Educational Resources; Resource Allocation; Organizational Culture; Comparative Analysis; Mixed Methods Research + Suchen Sie Ihr Suchwort? Verantwortung; Evidenz; Case study; Fallstudie; Case Study; Diskursanalyse; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Mathematics; Mathematik; Auswertung; Informationsnutzung; Benutzerschulung; Data evaluation; Datenauswertung; Community; Bildungsangebot; Bildungschance; Erkenntnistheorie; Bildungspraxis; Interaktion; Gruppenaktivität; Bildungsmittel; Ressourcenallokation; Unternehmenskultur
Abstract	In the accountability era, educators are pressed to use evidence-based practice. In this comparative case study, we examine the learning opportunities afforded by teachers' data use conversations. Using situated discourse analysis, we compare two middle school mathematics teacher workgroups interpreting data from the same district assessment. Despite similarities in their contexts, the workgroups invoked different data use logics that shaped teachers' learning opportunities. The first workgroup's instructional management logic linked increasing student achievement to individualization. The second workgroup's instructional improvement logic focused on students' thinking and linked it to instructional changes but was limited by broader instructional management logics. Evidence-based practice cannot be understood apart from the data use logics in teachers' communities, which are shaped by policy constraints. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01