Examining research into the use of data walls for teaching and learning: How are they being implemented within data use cycles?

2020 ◽  
Vol 89 ◽  
pp. 103012
Author(s):  
Lenore Adie ◽  
Lois Harris ◽  
Claire Wyatt-Smith
Keyword(s):  
Teaching And Learning ◽  
Data Use ◽  
Use Of Data

scholarly journals Toward a Framework for Classifying Teachers’ Use of Assessment Data

AERA Open ◽  
2019 ◽  
Vol 5 (4) ◽  
pp. 233285841988357
Author(s):  
Elizabeth N. Farley-Ripple ◽  
Austin S. Jennings ◽  
Joan Buttram
Keyword(s):  
Teaching And Learning ◽  
Qualitative Data ◽  
Data Use ◽  
Shared Knowledge ◽  
Assessment Data ◽  
Research And Practice ◽  
Mixed Methods Approach ◽  
Use Of Data ◽  
Instructional Decision ◽  
Use Of Assessment

Research consistently has found teachers’ use of assessment data for instructional purposes challenging and inconsistent. To support teachers’ use of data, we need to develop shared knowledge about how data are and can be used to advance teaching and learning. However, the literature on the specific actions teachers take is inconsistent, creating challenges for both research and practice. As part of a larger project examining data use in instructional decision making, we developed a framework to classify teachers’ instructional responses to data. Then, we used quantitative and qualitative data from educators across 5 districts and 20 schools to evaluate the utility of the framework. This article documents the process and outcomes of our multistage, mixed-methods approach to these tasks. We conclude with the potential uses of this framework for research and practice.

Investigating the classroom: Journeying from consuming to producing the scholarship of teaching and learning

2016 ◽  
Vol 24 (1) ◽  
pp. 112-122 ◽  
Author(s):  
Kathleen S. Lowney
Keyword(s):  
Teaching And Learning ◽  
Scholarship Of Teaching ◽  
Use Of Data ◽  
Pedagogical Research

This article discusses one faculty member’s journey from reading about others’ pedagogical research to her use of data from her own classes to create new scholarship of teaching and learning.

scholarly journals Data Use Among Principals and Teachers: Divergent Paths or Common Ground?

2020 ◽  
Vol 5 (2) ◽  
pp. 63-76
Author(s):  
Waheeb Albiladi ◽  
Kara Lasater ◽  
Ed Bengtson
Keyword(s):  
School Districts ◽  
Common Ground ◽  
Data Use ◽  
Research Approach ◽  
Central State ◽  
Use Of Data ◽  
South Central ◽  
Multiple Cycles ◽  
The Common ◽  
Depth Interviews

This study examines teachers’ and administrators’ use of data to inform their practice in one south-central state. Using a qualitative research approach, the study involved 76 educators representing eight school districts. Data were collected using focus groups with teachers and in-depth interviews with school principals. Data were inductively and deductively analyzed using multiple cycles of coding. Analysis of data revealed three themes that exposed differences in the use of data by teachers and administrators: the challenges of data use, the “levels” at which data are viewed (micro and macro lenses), and the value placed on formal and informal data. Findings suggest that by understanding the differences between teachers’ and administrators’ perspectives on data use and recognizing the common ground that unites their perspectives, schools can create data cultures that foster shared expectations, collaboration, and trust between teachers and administrators.

Data Use Practices for Improved Mathematics Teaching and Learning: The Importance of Productive Dissonance and Recurring Feedback Cycles

2016 ◽  
Vol 118 (11) ◽  
pp. 1-32 ◽  
Author(s):  
Jolley Bruce Christman ◽  
Caroline B. Ebby ◽  
Kimberly A. Edmunds
Keyword(s):  
Professional Learning ◽  
Teaching And Learning ◽  
Mathematics Instruction ◽  
Instructional Improvement ◽  
Data Use ◽  
Student Thinking ◽  
Theory Building ◽  
Case Study Methodology ◽  
Teacher Sensemaking

Background A growing number of studies argue that data use practices in schools have not sufficiently attended to teachers’ learning about students, subject matter, and instruction. The result has been changes in instructional management (e.g., student grouping, assignment of students to tutoring) rather than instructional improvement. Further, there is a paucity of research on how teachers make sense of data and their ensuing instructional actions. Purpose We report findings from qualitative research on an intervention designed to put teacher learning about mathematics instruction center stage in data use practices. The research sought to understand what happened as teachers made sense of data in their professional learning communities (PLCs), what changes they made in their mathematics instruction, and why they made the changes. Research Design The theoretical foundation for the research is situative theory, which conceptualizes teacher growth as “a process of increasing participation in the practice of teaching, and through this participation a process of becoming knowledgeable in and about teaching.” A case study approach was chosen to illuminate the complex interrelationships among intervention components and their influence on teachers: (1) between individual teacher sensemaking about data and collective sensemaking in PLCs and (2) between sensemaking and instructional changes. Additionally, case study methodology facilitates theory building grounded directly in data by providing nuanced accounts of the phenomena under study that uncover concepts and coherently relate them to one another. Teacher interpretation of data is ripe for theory building. Findings The case study of Ms. Walker illustrates in rich detail the developmental nature of her growth and the important roles of dissonance, collegial discussion, and productive dissonance in that process. Due to considerable progress in both her questioning strategies and her ability to build on student thinking to focus on important mathematical ideas, Ms. Walker was able to move beyond surface instructional adjustments to demonstrate substantial instructional improvement. Conclusion/Recommendations We argue that a fuller understanding of how teachers experience dissonance, and the supports necessary to make that dissonance productive, can enrich the design and implementation of data use practices. The research also offers an example of the contribution that microprocess studies can make to research on data use practices. We encourage researchers to attend carefully to teacher sensemaking and interrogate the concepts of dissonance and productive dissonance in future theory building about data use practices.

The Development of Capacity for Data Use: The Role of Teacher Networks in an Elementary School

2015 ◽  
Vol 117 (4) ◽  
pp. 1-34 ◽  
Author(s):  
Elizabeth Farley-Ripple ◽  
Joan Buttram
Keyword(s):  
Professional Development ◽  
Elementary School ◽  
Social Network ◽  
Teaching And Learning ◽  
School Context ◽  
Data Use ◽  
Successful Implementation ◽  
Network Approach ◽  
Teacher Networks ◽  
Social Network Approach

Background Amid calls for increased data use, there is little research or policy guidance for how to build schools’ capacity to leverage data to improve teaching and learning. Building on previous research highlighting the social nature of data use, we contend that in order to understand how capacity develops, research must focus on relationships and networks that support educators’ practice, conceptualizing capacity as socially embedded. Purpose This article explores the development of data use capacity in an elementary school through a social network approach. Our analysis focuses on the structure of data advice networks, the characteristics of perceived experts in the network, and the productiveness of the network in terms of influencing beliefs and practice. Population Data come from a sample of 42 educators from an elementary school exemplified by its district as a strong user of data to improve teaching and learning. Participants completed a survey about their data use beliefs, practices, and school context, as well as a social network questionnaire indicating from whom they sought advice on using data. Research Design We used the survey data to identify characteristics of the schools’ data use networks using descriptive statistics and social network analysis (SNA). SNA was also used to develop measures of structural location in those networks, which were then used to predict similarities in teachers’ beliefs and practices around data use. Findings Findings reveal that data use networks are influenced by the larger professional structure of the school, with data advice being from colleagues who are part of their larger professional network. Network structure reveals few highly central “advice givers” and many “advice seekers” connected by teachers and leaders who serve as brokers of advice. We find that brokers may play an important role in developing shared practices, given that the indirect relationships they support are predictive of shared data use practices. Conclusions This research is among the first to explore data use through a social network approach and offers early evidence about how educators’ networks enable schools to build capacity for data use. Our findings have implications for the design of professional development, for professional development for school leaders, and for successful implementation of reforms related to data use.

Leadership to Support and Sustain Data Use in Data Teams

2018 ◽  
pp. 98-118 ◽  
Author(s):  
Kim Schildkamp ◽  
Cindy Louise Poortman
Keyword(s):  
School Improvement ◽  
Leadership Behaviors ◽  
School Leaders ◽  
Data Use ◽  
Intellectual Stimulation ◽  
Data Teams ◽  
Use Of Data ◽  
Data Team ◽  
Different Parts

This chapter focuses on how school leaders can support the use of data in data teams with the data team intervention, a step-by-step systematic approach to school improvement. First, the data team professional development intervention is described and an example of a data team in action is provided. Next, the authors closely examine the role of the school leader in supporting the use of data in data teams. Several leadership behaviors that are important to support data teams are described: developing a vision, norms, and goals for data use; providing individualized support; providing intellectual stimulation; creating a climate for data use; and, networking to connect different parts of the organization. Concrete examples are provided with regard to how these behaviors are demonstrated in data teams. The chapter ends with a checklist and reflection tool, which school leaders can use to reflect on their own leadership behaviors with regard to supporting data use in data teams.

On meeting students where they are: Teacher judgment and the use of data in higher education

2017 ◽  
Vol 15 (3) ◽  
pp. 321-338 ◽  
Author(s):  
Gina Schouten
Keyword(s):  
Higher Education ◽  
Data Mining ◽  
Big Data ◽  
Data Use ◽  
Statistical Information ◽  
Educational Context ◽  
Ongoing Debate ◽  
Moral Hazards ◽  
Use Of Data ◽  
Legal Context

It is treated as a truism that teaching well requires ‘meeting students where they are’. Data enable us to know better where that is. Data can improve instructional practice by informing predictions about which pedagogies will be most successful for which students, and it can improve advising practice by informing predictions about which students are likely to thrive on which pathways moving forward. But moral hazards lurk, and these have been highlighted especially in response to the burgeoning use of new data mining technologies to produce ‘big data’. This article explores the ethics of data use in higher education. I consider the ethics of aggregate data as a tool for meeting students where they are, comparing it to an ongoing debate about the use of statistics in the legal context. The comparison generates two important insights: First, even the most viable moral concerns about using statistical information in the educational context are not deal-breakers: Those concerns should lead us to exercise careful judgment in the use of statistical information but do not justify eschewing that information altogether. Second, surprisingly, those viable moral concerns show big data to have a moral advantage over traditional little data, suggesting that some of the resistance to the use of big data in education is either unfounded or at least needs to be balanced against the moral advantages big data offer.

scholarly journals TEACHING DESCRIPTIVE TEXT READING THROUGH INDEX CARD MATCH (ICM) FOR THE SEVENTH GRADE STUDENTS SMP NEGERI 2 BARAT

2019 ◽  
Vol 4 (2) ◽  
pp. 102
Author(s):  
Dida Yudi Satria
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Seventh Grade ◽  
Index Card ◽  
Advantages And Disadvantages ◽  
Self Confidence ◽  
Use Of Data ◽  
Text Reading ◽  
Teaching Learning ◽  
Academic Year

<p>The objective this research are to know the application of teaching descriptive text reading through Index Card Match (ICM) and the advantages and disadvantages of teaching descriptive text reading through Index Card Match (ICM) for the seventh grade students SMPN 2 Barat in the academic year 2014/2015.This research is conducted in SMP N 2 Barat by qualitative method. The sample is class VII A which consists of 22 students. The strategies of accumulating data are observation, interview, and documentation. The data analysis is carried out by the use of data reduction, data display, and conclusion drawing and verification. The result of this research indicates that the activities are divided into three activities. There are pre-activities, whilst-activities and post-activities. Pre-activities are greeting, asking condition, giving motivation and mentioning the materials. Whilst-activities are explaining materials, explaining the instruction of ICM, and giving exercise of ICM. Then, post-activities are asking the difficulties, summarizing materials and closing. From the result of the data observation cheek list, the researcher makes the class interesting and the students always pay attention in teaching reading. The advantages using ICM are that: 1)Index Card Match (ICM) the students are able to read descriptive text faster in limited time, 2) Index card match (ICM) makes teaching learning process exciting, 3)Index card match makes the subject matter presented be more attractive for students, 4)Index Card Match can make students have self confidence, enjoy, have good enthusiasm in the teaching and learning. But disadvantages using ICM  thatare the situation becomes crowded classroom, because students interact with classmates and Teachersshouldspend some more time. Finally, the researcher suggests to the teacher to apply ICM method in teaching learning process as an alternative method. For further researcher they can develop this method to get a better result in teaching and learning process.</p>

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