scholarly journals Developing PK-12 Preservice Teachers' Skills for Understanding Data-Driven Instruction Through Inquiry Learning

2017 ◽  
Vol 25 (1) ◽  
pp. 29-37 ◽  
Author(s):  
Arthur Louis Odom ◽  
Clare Valerie Bell
Keyword(s):  
Preservice Teachers ◽  
Inquiry Learning ◽  
Data Driven ◽  
Data Driven Instruction

L2 Chinese learners’ pragmatic developmental patterns in data-driven instruction and computer-mediated communication (CMC)

2019 ◽  
Vol 1 (2) ◽  
pp. 154-183 ◽  
Author(s):  
Qiong Li
Keyword(s):  
Computer Mediated Communication ◽  
Data Driven ◽  
Pragmatic Competence ◽  
Mediated Communication ◽  
Final Particle ◽  
Developmental Patterns ◽  
Data Driven Instruction ◽  
Computer Mediated ◽  
Chinese Learners ◽  
L2 Chinese

Abstract This study examined second language (L2) Chinese learners’ developmental patterns of pragmatic competence in two computer-mediated communication (CMC) conditions: (1) CMC with data-driven instruction embedded in the course of CMC and (2) CMC without data-driven instruction. Learners’ pragmatic competence was operationalized as their ability to use a Chinese sentence final particle (SFP) ne during CMC with a native speaker partner. The study investigated: (1) whether learners (as a group) developed their use of ne over time in the two CMC conditions, and (2) how individual learners changed their use of ne (if any) in the two conditions. The quantitative analysis (token and type frequency of ne) revealed that CMC itself did not promote learners’ use of ne. However, it promoted learners’ production of ne when data-driven instruction was incorporated into CMC. Supporting the quantitative findings, the qualitative analysis showed that one learner in the CMC with data-driven instruction outperformed his counterpart in the CMC without data-driven instruction group in the diverse use of ne.

Preservice Teachers' Misunderstandings of Data-Driven Decision Making

2016 ◽  
Author(s):  
Anne L. Skutnik ◽  
Christine K. Patti ◽  
Karee Dunn ◽  
Brian K. Sohn
Keyword(s):  
Decision Making ◽  
Preservice Teachers ◽  
Data Driven ◽  
Data Driven Decision Making

Utilizing Program Specific Data to Develop Case Studies for Use With Preservice Teachers

2017 ◽  
pp. 1-20
Author(s):  
Heather M. Reynolds ◽  
A. Tina Wagle
Keyword(s):  
Preservice Teachers ◽  
Case Studies ◽  
Higher Order Thinking ◽  
Data Driven ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Specific Data ◽  
Graduate Coursework ◽  
Relevant Case ◽  
Modeling Data

With a focus on data driven decision making, teacher education programs need to prepare preservice teachers to analyze data while modeling data driven practices in our own programs. Research has demonstrated the effectiveness of using case studies to promote critical thinking, analysis and interpretation, and higher order thinking. This study utilized the results from surveys of residents enrolled in a clinically rich residency program to develop and implement relevant case studies for use in program coursework. The utility of using case studies in graduate coursework was evaluated through a survey of current residents. The theoretical and practical value of creating case studies based on program specific challenges, and examples of the case studies that were generated from this data will be shared.

scholarly journals The Effectiveness of Inquiry Learning Models Intervened by Reflective Processes to Promote Critical Thinking Ability in Terms of Cognitive Style

2020 ◽  
Vol 15 (16) ◽  
pp. 212
Author(s):  
Ni Nyoman Sri Putu Verawati ◽  
Hikmawati Hikmawati ◽  
Saiful Prayogi
Keyword(s):  
Preservice Teachers ◽  
Critical Thinking ◽  
Cognitive Style ◽  
Physics Education ◽  
Inquiry Learning ◽  
Learning Model ◽  
Learning Models ◽  
Reflective Process ◽  
Critical Thinking Ability ◽  
Thinking Ability

This study aims to explore the effectiveness of inquiry learning models inter-vened by the reflective process to promote the critical thinking ability of preserv-ice teachers in terms of cognitive style. This study is a quasi-experimental re-search with one-group pretest posttest design. The research sample involved 24 preservice physics teachers who studied at the Physics Education Department - Mandalika University of Education (Undikma). Cognitive style measurement us-es the Group Embedded Figures Test (GEFT) to identify groups of preservice teachers into the field dependent (FD) or field independent (FI) cognitive style. Measurement of critical thinking ability using test instruments in the form of es-says consisting of 8 test items. Critical thinking ability score is analyzed descrip-tively and statistically, where the normality test and paired t-test was conducted. The results of the study show that as many as 13 preservice teachers are catego-rized into the FD cognitive style and 11 categorized into the FI cognitive style. The average pretest score of the two cognitive style groups (FD and FI) was 0.87 with the criteria of "less critically", and after the implementation of the inquiry learning model intervened by the reflective process, the average posttest score was 16.25 with the criteria of "critically," and n- a gain of 0.64 with the criteria of "moderate." These results indicate that the inquiry learning model intervened by the reflective process is effective to promote critical thinking ability of preservice teachers with FD and FI cognitive styles.

scholarly journals Blended Learning Immersion Teacher Education: Evidence-Based Practices and Data-Driven Instruction

2021 ◽  
pp. 1-30
Author(s):  
T.J. Ó Ceallaigh ◽  
Keyword(s):  
Blended Learning ◽  
Teacher Development ◽  
Teacher Educators ◽  
Lessons Learned ◽  
Data Driven ◽  
Evidence Based ◽  
Learning Approaches ◽  
Evidence Based Practices ◽  
Data Driven Instruction ◽  
Policy Practice

The practice of blending different learning approaches and strategies in higher-level education is not new, yet our understanding of how to design the most effective and efficient blend remains incomplete. Challenges are further compounded when students are not fully proficient in the language of instruction. However, teacher educators learn about teaching through learning about student learning. Evidence-based practices and data-driven instruction create conditions for success in blended learning design and implementation. This chapter reviews the impact of a blended learning professional development (PD) initiative, with a dual focus on language and content, on Irish-medium immersion (IMI) teacher development. Findings provide unique insights in relation to the effectiveness of a blended learning PD experience as indicated by student motivation, autonomy and success. Linguistic and pedagogical capacity were fostered and community cultivated. Lessons learned and tutor reflections are also shared in an attempt to advance learning in the field and to cultivate future innovation in policy, practice and possibilities.

Data Do Not Drive Themselves

2018 ◽  
Vol 111 (7) ◽  
pp. 535-539 ◽  
Author(s):  
Rob Wieman
Keyword(s):  
High School ◽  
Mathematics Teacher ◽  
Assistant Principal ◽  
Data Driven ◽  
Student Work ◽  
Data Driven Instruction ◽  
Math Teachers ◽  
High School Math ◽  
Common Assessments ◽  
Improve Instruction

Several years ago, I was working with a group of high school math teachers. Their assistant principal was impressed with their practice of sharing data from common assessments, assuming that they used these data to drive instruction. However, when I asked the teachers which data they used when teaching, they said that student work and questions during class were much more valuable. Apparently, people may interpret “data-driven instruction” differently. As a mathematics teacher, what data can you collect, and how can you use those data to improve instruction?

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