A Collaborative Model to Support K-12 Pre-Service Teachers' Data-Based Decision Making in Schools: Integrating Data Discussions across Stakeholders, Spaces, and Subjects

Autor/inn/en	Neugebauer, Sabina Rak; Morrison, Diane; Karahalios, Vicky; Harper, Evan; Jones, Haley; Lenihan, Shauna; Oosterbaan, Fenner; Tindall, Carly
Titel	A Collaborative Model to Support K-12 Pre-Service Teachers' Data-Based Decision Making in Schools: Integrating Data Discussions across Stakeholders, Spaces, and Subjects
Quelle	In: Action in Teacher Education, 43 (2021) 1, S.85-101 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-6620
DOI	10.1080/01626620.2020.1842821
Schlagwörter	Data Analysis; Decision Making; Preservice Teacher Education; Literacy; School Psychologists; Teacher Education Curriculum; Teaching Methods; Preservice Teachers; Kindergarten; Elementary Secondary Education; Student Attitudes; Problem Solving; Models; Field Experience Programs; Counselor Training; Cooperative Learning; Program Descriptions + Suchen Sie Ihr Suchwort? Auswertung; Decision-making; Entscheidungsfindung; Lehramtsstudiengang; Lehrerausbildung; Alphabetisierung; Schreib- und Lesefähigkeit; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Problemlösen; Analogiemodell; Praxisnahes Lernen; Kooperatives Lernen
Abstract	Current teacher preparation programs have received scrutiny for failing to sufficiently support teachers in valuing and developing their knowledge of data literacy. The current study explores a collaborative approach to increasing pre-service teachers' experiences with data literacy by including under-utilized data experts: school psychologists. Drawing from research on data literacy, activity theory perspectives of horizontal expertise, and field-based models, this study aims to inform teacher preparation curriculum and improve pre-service teacher data literacy. Using survey data, results indicate that pre-service teachers who participated in this K-12 field-based collaborative model increased their beliefs, understandings, and value of data, with the most growth found in confidence and understanding of school-wide data and problem-solving approaches. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01