Applying a Practice of Data Framework
An Explorative Study of Coteachers’ Use of Student Data
Bibliographic Data
| ID | 11366911 |
|---|---|
| Authors | Xiuwen Wu (0000-0001-8164-6679, National Louis University in Chicago, corresponding author), Shaunti Knauth (National Louis University in Chicago) |
| Year | 2026 |
| Pages | 000-000 |
| Publication date | 2026-03-10 |
| Open Access | No |
| Type | ARTICLE |
| Venue | American Journal of Education (JOURNAL) |
| Journal identifiers | ISSN: 0195-6744 • E-ISSN: 1549-6511 |
| Publisher | University of Chicago Press (PUBLISHER • US) |
| DOI | 10.1086/740267 |
| OpenAlex | W7134914086 |
| Language | EN |
| References cited | 41 |
Purpose: This study examines coteachers’ use of student data for decision making and addresses three questions: (1) What types of student data do coteachers use and for what purposes? (2) In what ways do general and special education coteachers approach data similarly or differently in the coteaching process? (3) What contextual factors affect coteachers’ use of data? Research Methods: This qualitative study used prompted recall interviews to gather data from four coteaching dyads working in high-need classrooms across elementary, middle, and high school levels. Findings: This study found high levels of collaboration in coassessment and coplanning, with strong agreement within and across dyads on the value and validity of data. Two conditions seemed to facilitate this collaboration: the perception of shared ownership for all students and the presence of similar sources of data for all students. Findings also highlight the importance of data features on teachers’ data use. Teachers reported revisiting results from a discontinued assessment because its format provided valuable information for instructional planning. Implications: Our study reveals a high-level collaboration around data use and complementary perspectives on data use, contrasting with the extant interpretation of coteaching practices characterized by the predominance of the “one teach/one assist” model that suggests unequal roles. This points to the need for future research on coteachers’ use of student achievement data and a deeper understanding of collaborative practices. Schools and districts should provide support and training on data use and instruction for coteaching contexts and consider the usability of data for instructional planning
Affect (linguistics · Data collection · Extant taxon · Perception · Qualitative property · Qualitative research · Recall · Usability · Value (mathematics · Collaborative Teaching and Inclusion · Educational Assessment and Improvement · Teacher Education and Leadership Studies
Interventions Promoting Educators’ Use of Data
Co-Teaching in Inclusive Classrooms
Are We Asking the Right Questions? Using Cognitive Interviews to Improve Surveys in Education Research
How Co-Teaching May Contribute to Inclusion in Mathematics Education
The Impact of Professional Development on Data-Based Decision-Making for Students With Extensive Support Needs
A Meta-Analysis of the Impact of Professional Development on Teachers’ Knowledge, Skill, and Self-Efficacy in Data-Based Decision-Making
A Snapshot of RTI Implementation a Decade Later
Capacity building to bridge data use and instructional improvement through evidence on student thinking
Thinking about data
Misconceptions about data-based decision making in education
The complexity of data-based decision making
The Practice of Data Use
Strategies to Promote Data Use for Instructional Improvement
Understanding Data Use Practice among Teachers
Data in Practice
Supporting teacher judgement and decision‐making
Teachers’ Sensemaking of Data and Implications for Equity
| Highly cited | No |
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