Teaching Educators Habits of Mind for Using Data Wisely

2015 ◽  
Vol 117 (4) ◽  
pp. 1-20
Author(s):  
Candice Bocala ◽  
Kathryn Parker Boudett
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
School Improvement ◽  
Novice Teachers ◽  
Literacy Skills ◽  
Habits Of Mind ◽  
Data Literacy ◽  
Using Data ◽  
Shared Commitment ◽  
Data Wise

Background Institutions of higher education, specifically schools of education, should play a pivotal role in supporting educators’ development of data literacy for teaching. While novice teachers are often prepared to use test-based assessment data, they learn these experiences in isolated courses that do not connect to instruction or school improvement. Moreover, once these novice teachers begin working in schools, they are increasingly expected to work with colleagues to apply data literacy skills, yet few preparation programs provide sustained support with using data collaboratively for whole-school improvement. Purpose This essay describes the habits of mind, or ways of thinking and being, that underlie data literacy courses offered by the Data Wise Project at the Harvard Graduate School of Education. The habits include: shared commitment to action, assessment, and adjustment; intentional collaboration; and relentless focus on evidence. Adding an emphasis on habits of mind expands building data literacy beyond accumulating discrete knowledge and skills or learning a process that becomes routine. Research Design The authors provide suggestions for instructional design than can be incorporated both in degree-program courses and in ongoing professional development. These suggestions provide opportunities for participants to actively cultivate the three habits of mind. Conclusions In order to support all educators while learning data literacy for teaching, there is a need to bridge the resources of an institution of higher education with the instructional capacity of professional development providers and the authentic experiences of school-based practitioners.

scholarly journals Critical Data Studies and Data Science in Higher Education

Seminar.net ◽  
2021 ◽  
Vol 17 (2) ◽  
Author(s):  
Dan Verständig
Keyword(s):  
Higher Education ◽  
Data Science ◽  
Media Theory ◽  
Digital Data ◽  
Science Methods ◽  
Data Literacy ◽  
Critical Data ◽  
Data Practices ◽  
Using Data

This paper discusses an explorative approach on strengthening critical data literacy using data science methods and a theoretical framing intersecting educational science and media theory. The goal is to path a way from data-driven to data-discursive perspectives of data and datafication in higher education. Therefore, the paper focuses on a case study, a higher education course project in 2019 and 2020 on education and data science, based on problem-based learning. The paper closes with a discussion on the challenges on strengthening data literacy in higher education, offering insights into data practices and the pitfalls of working with and reflecting on digital data.

scholarly journals Professional Development of In-Service Teachers: Use of Eye Tracking for Language Classes, Case Study

2021 ◽  
Vol 13 (22) ◽  
pp. 12504
Author(s):  
Valentina Dagienė ◽  
Eglė Jasutė ◽  
Vladimiras Dolgopolovas
Keyword(s):  
Professional Development ◽  
Eye Tracking ◽  
Digital Literacy ◽  
Qualitative Interviews ◽  
Language Education ◽  
Literacy Skills ◽  
Language Teachers ◽  
Tracking Data ◽  
Self Reflection ◽  
Using Data

This article presents a study on in-service professional development of Lithuanian secondary school language teachers. The motivation is based on the understanding of language education as a highly interactive, complex process that requires a teacher’s digital literacy skills combined with integrated instructional approaches. This requires the implementation of a set of professional development activities. As a research methodology, we use a mixed method approach based on collecting eye tracking data in the first phase and, then, focus on comparative teacher self-reflection using data analysis and qualitative interviews. Finally, based on the collected qualitative and quantitative data, educational experts develop and present recommendations on the scope and direction of professional development. As a result of this study, a comprehensive set of the eye tracking data from the experiment involving 93 participants in total and 23 recorded lessons is presented. This includes variables such as number of visits, time to first fixation, number of fixations, and fixation duration vertically and horizontally. The discussion presents the results of the qualitative part of the study, including comprehensive teachers’ feedback. In conclusion, an integrated training program for in‑service language teachers is presented, including an eye tracking experiment that provides data for extensive self-reflection and feedback.

scholarly journals How stakeholders’ data literacy contributes to student success in higher education: a goal-oriented analysis

2020 ◽  
Vol 17 (1) ◽  
Author(s):  
Nan Yang ◽  
Tong Li
Keyword(s):  
Higher Education ◽  
Student Success ◽  
Shared Vision ◽  
Goal Modeling ◽  
Holistic View ◽  
Specific Data ◽  
Data Literacy ◽  
Success In Higher Education ◽  
Using Data ◽  
Quality In Higher Education

Abstract Student success is becoming a shared vision for quality in higher education. Majority data in higher education have not been transformed into actionable insights for quality enhancement. Data are dispersed among stakeholders, and stakeholders’ data literacy influences the effectiveness of using data for student success. However, existing studies mainly focus on students’ data literacy; the analysis of other stakeholders’ data literacy for student success is still few. This study aims to explore how stakeholders’ data literacy contributes to student success in a holistic view. The salience model is used to identify core stakeholders. The goal-modeling language iStar is used to present how stakeholders contribute to student success. A competencies matrix of data literacy is used to discuss the specific data literacy competencies that stakeholders should focus on promoting student success. A survey is conducted to validate the goal-oriented analysis and the discussions on specific competencies of data literacy for stakeholders. The goal-oriented analysis presents the complexity of interactions and dependencies among stakeholders for student success. This study helps to raise stakeholders to be aware of the importance of their data literacy and the necessity of collaboration on exploiting vast available data for student success.

scholarly journals Creating an Understanding of Data Literacy for a Data-driven Society

2016 ◽  
Vol 12 (3) ◽  
Author(s):  
Annika Wolff ◽  
Daniel Gooch ◽  
Jose J. Cavero Montaner ◽  
Umar Rashid ◽  
Gerd Kortuem
Keyword(s):  
Teaching And Learning ◽  
Literacy Skills ◽  
Data Driven ◽  
Statistical Literacy ◽  
Data Literacy ◽  
Common Foundation ◽  
Using Data ◽  
Definition Of ◽  
Literate Society ◽  
Learning Data

Society is become increasingly reliant on data, making it necessary to ensure that all citizens are equipped with the skills needed to be data literate. We argue that the foundations for a data literate society begin by acquiring key data literacy competences in school. However, as yet there is no clear definition of what these should be. This paper explores the different perspectives currently offered on both data and statistical literacy and then critically examines to what extent these address the data literacy needs of citizens in today’s society. We survey existing approaches to teaching data literacy in schools, to identify how data literacy is interpreted in practice. Based on these analyses, we propose a definition of data literacy that is focused on using data to understand real world phenomena. The contribution of this paper is the creation of a common foundation for teaching and learning data literacy skills.  

Recognizing Job Apathy Patterns of Iraqi Higher Education Employees Using Data Mining Techniques

2019 ◽  
Vol 54 (4) ◽  
Author(s):  
Mustafa S. Abd ◽  
Suhad Faisal Behadili
Keyword(s):  
Higher Education ◽  
Data Mining ◽  
Psychiatric Patients ◽  
Human Life ◽  
A Priori ◽  
Psychological Research ◽  
Attribute Selection ◽  
Specific Class ◽  
Data Mining Techniques ◽  
Using Data

Psychological research centers help indirectly contact professionals from the fields of human life, job environment, family life, and psychological infrastructure for psychiatric patients. This research aims to detect job apathy patterns from the behavior of employee groups in the University of Baghdad and the Iraqi Ministry of Higher Education and Scientific Research. This investigation presents an approach using data mining techniques to acquire new knowledge and differs from statistical studies in terms of supporting the researchers’ evolving needs. These techniques manipulate redundant or irrelevant attributes to discover interesting patterns. The principal issue identifies several important and affective questions taken from a questionnaire, and the psychiatric researchers recommend these questions. Useless questions are pruned using the attribute selection method. Moreover, pieces of information gained through these questions are measured according to a specific class and ranked accordingly. Association and a priori algorithms are used to detect the most influential and interrelated questions in the questionnaire. Consequently, the decisive parameters that may lead to job apathy are determined.

scholarly journals Secondary School Teachers’ Professional Development in Australia and Shanghai: Needs, Support, and Barriers

SAGE Open ◽  
2021 ◽  
Vol 11 (3) ◽  
pp. 215824402110269
Author(s):  
Guangbao Fang ◽  
Philip Wing Keung Chan ◽  
Penelope Kalogeropoulos
Keyword(s):  
Professional Development ◽  
Teaching And Learning ◽  
Secondary School Teachers ◽  
New Technology ◽  
Development Program ◽  
Future Research ◽  
Information And Communication ◽  
Using Data ◽  
Teachers Professional Development ◽  
Scheduled Time

Using data from the Teaching and Learning International Survey (TALIS; 2013), this article explores teachers’ needs, support, and barriers in their professional development. The research finds that Australian teachers expressed greater needs in information and communication technology (ICT) use and new technology training for teaching, while Shanghai teachers required more assistance to satisfy students’ individual learning and pedagogical competencies. More than 80% of Australian and Shanghai teachers received scheduled time to support their participation in professional development, whereas less than 20% of Australian and Shanghai teachers received monetary or nonmonetary support. In terms of barriers, Australian and Shanghai teachers reported two significant barriers that conflicted with their participation in professional development: “working schedule” and “a lack of incentives to take part.” This article reveals implications of the study in the design of an effective professional development program for Australian and Shanghai teachers and ends with discussing the limitations of the research and future research directions.

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