Data Display Preference, Acceptability, and Accuracy among Urban Head Start Teachers

Autor/inn/en	Hojnoski, Robin L.; Caskie, Grace I. L.; Gischlar, Karen L.; Key, Jennifer M.; Barry, Amberly; Hughes, Cheyenne L.
Titel	Data Display Preference, Acceptability, and Accuracy among Urban Head Start Teachers
Quelle	In: Journal of Early Intervention, 32 (2009) 1, S.38-53 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-8151
DOI	10.1177/1053815109355982
Schlagwörter	Disadvantaged Youth; Children; Data Analysis; Teaching Methods; Urban Schools; Data Collection; Data Interpretation; Preschool Teachers; Educational Attainment; Statistical Analysis; Visual Aids; Professional Development + Suchen Sie Ihr Suchwort? Benachteiligter Jugendlicher; Child; Kind; Kinder; Auswertung; Teaching method; Lehrmethode; Unterrichtsmethode; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Data capture; Datensammlung; Data evaluation; Datenauswertung; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Bildungsabschluss; Bildungsgut; Statistische Analyse; Anschauungsmaterial
Abstract	The ability to collect, organize graphically, understand, interpret, and use data to make decisions is becoming more central to the role of early childhood practitioners. One consideration in practitioner use of data is the acceptability of the method of data display. The purpose of this study was to explore Head Start teachers' preference for and acceptability of four methods of data display. In addition, the authors examined teacher accuracy in using various methods of data display and the relation between acceptability and accuracy. Finally, the authors included teacher educational level to examine its relationship to preference, acceptability, and accuracy. In general, results from the sample of teachers (N = 172) indicate that they had distinct preferences for specific types of data display and that acceptability varied for different methods of display. Furthermore, accuracy of use varied by method of data display, but acceptability did not appear to influence accuracy. Teacher educational level was not statistically related to teacher preference, acceptability, or accuracy. The authors discuss results in the context of the increasing use of graphic displays in early childhood contexts and associated practical implications. (Contains 1 table.) (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	2017/4/10