Equipping Preservice Teachers for Data Use
A Study of Secondary Educator Preparation Programs in Virginia
Dados Bibliográficos
| ID | 4308985 |
|---|---|
| Autores | Michelle Hock (0000-0003-3193-460X, University of Virginia), Tonya R Moon (0000-0001-9289-5136, University of Virginia, autor correspondente), Coby V Meyers (0000-0002-0394-2613, University of Virginia) |
| Ano | 2025 |
| Volume | 76 |
| Fascículo | 4 |
| Páginas | 351-364 |
| Data de publicação | 2025-09-01 |
| Peer Reviewed | Sim |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | Journal of Teacher Education (JOURNAL) |
| Identificadores do periódico | ISSN: 0022-4871 • E-ISSN: 1552-7816 |
| Editora | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/00224871241286798 |
| OpenAlex | W4403575673 |
| Idioma | EN |
| Referências citadas | 44 |
Because data-informed decision-making (DIDM) can help teachers meet diverse learners' needs (van Geel et al., 2016), educator preparation programs (EPPs) must ensure that preservice teachers (PSTs) develop the data literacy skills needed for effective data use. However, little is known about the ways in which EPPs work towards building PSTs' data literacy, despite licensure and accreditation requirements compelling EPPs to do so. In this study, we analyzed survey, document, and interview data from Virginia EPPs to determine what present practices for DIDM preparation are taking place across the state. Results point to a lack of uniformity among EPPs for how preparation is undertaken, and that PSTS seem to have limited coursework on data use. Additionally, there appears to be minimal collaboration between EPPs and clinical partners, such that PSTs infrequently have opportunities to engage in DIDM during field experiences
Mathematics education · Pedagogy · Teacher education · Teacher Preparation · Educational Assessment and Improvement · Psychology
A Multistate District-Level Cluster Randomized Trial of the Impact of Data-Driven Reform on Reading and Mathematics Achievement
Factors Influencing the Functioning of Data Teams
A Purposeful Approach to the Constant Comparative Method in the Analysis of Qualitative Interviews
But is it rigorous? Trustworthiness and authenticity in naturalistic evaluation
Uniting epistemological perspectives to support contextualized knowledge development
A continuum of data literacy for teaching
The development of data use, data skills, and positive attitude towards data use in a data team intervention for teacher educators
Teacher needs for data-related professional learning
Online interventions to promote teacher data-driven decision making
Is replication relevant for qualitative research
A classroom data literacy intervention for pre-service teachers
Solving student achievement problems with a data use intervention for teachers
Teachers learning how to use data
Expected data literacy knowledge and skills for early career teachers
Critical data-driven decision making
Teachers' views on the use of assessment for learning and data-based decision making in classroom practice
Pre-service teachers' data use opportunities during student teaching
What does it mean for teachers to be data literate
Learning to Learn From Benchmark Assessment Data
A Systemic View of Implementing Data Literacy in Educator Preparation
Assessing the Effects of a School-Wide Data-Based Decision-Making Intervention on Student Achievement Growth in Primary Schools
The Current State of Assessment Education
| Velocidade de citação | historical |
|---|---|
| Altamente citado | Não |