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Autor/inn/en | Neugebauer, Sabina Rak; Morrison, Diane; Karahalios, Vicky; Harper, Evan; Jones, Haley; Lenihan, Shauna; Oosterbaan, Fenner; Tindall, Carly |
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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 |
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 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). |
Anmerkungen | Routledge. 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 | 2024/1/01 |