Teachers’ Sensemaking and Data Use Implementation in Science Classrooms
Dados Bibliográficos
| ID | 9729558 |
|---|---|
| Autores | Virginia Snodgrass Rangel (0000-0002-0376-1986, University of Houston, TX, USA, autor correspondente), Elizabeth R Bell (0000-0002-5011-508X, Accelerated Medical Diagnostics (United States)), Elizabeth Bell (0000-0003-1021-9287, Accelerate Learning Inc., Houston, TX, USA), Carlos Rodríguez Monroy (0000-0002-3402-1876, Rice University), Carlos Monroy (Rice University, Houston, TX, USA) |
| Ano | 2019 |
| Volume | 51 |
| Fascículo | 4 |
| Páginas | 526-554 |
| Data de publicação | 2019-05-01 |
| Peer Reviewed | Sim |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | Education and Urban Society (JOURNAL) |
| Identificadores do periódico | ISSN: 0013-1245 • E-ISSN: 1552-3535 |
| Editora | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/0013124517727053 |
| OpenAlex | W2745839197 |
| Idioma | EN |
| Citações recebidas | 2 |
| Referências citadas | 58 |
Accountability policies assume that educators will use student data to improve student learning, but data use in practice has turned out to be harder than theorized. The purpose of this article was to examine how science teachers in Grades 5 to 8 used data in their classrooms. Utilizing sensemaking theory, we found that teachers decided how to use data based on district and school policies and expectations around assessment and data use, balancing those messages with their own understandings of science education. In practice, this led to the privileging of certain kinds of assessment and data use at the expense of others
Accountability · Mathematics education · Pedagogy · Political science · Public relations · Sensemaking · Sociology · Educational Assessment and Improvement · Psychology
Street-Level Bureaucracy Revisited
Cognition and Policy Implementation
A learning progression for scientific argumentation
Learning to teach science as inquiry in the rough and tumble of practice
Developing the theory of formative assessment
Problem-Based Learning Meets Case-Based Reasoning in the Middle-School Science Classroom
The laboratory in science education
Evidence-Based Decision Making in School District Central Offices
Epistemologies in practice
Effective Schools
Inquiry‐based science instruction—what is it and does it matter? Results from a research synthesis years 1984 to 2002
High-Stakes Accountability in Urban Elementary Schools
Collective Sensemaking about Reading
Evidence, Interpretation, and Persuasion
Experimental and Quasi-Experimental Studies of Inquiry-Based Science Teaching
Does school accountability lead to improved student performance
Systemic school reform
Technology‐Supported Involvement of Entire Faculties in Examination of Student Data for Instructional Improvement
Understanding Data Use Practice among Teachers
Teachers’ Use of Data
Data in Practice
Designing Coherent Education Policy
The Rand Change Agent Study Revisited
Making Sense of Student Performance Data
Below the Bubble
No Small Thing
The Impact of Subject Matter on Curricular Activity
Supporting and Promoting Argumentation Discourse in Science Education
Teaching Scientific Practices
Where the Rubber Meets the Road
| Obras citantes distintas | 2 |
|---|---|
| Citações por ano | 0,5 |
| Intervalo de citações | 2022 - 2022 (1) |
| Velocidade de citação | historical |
| Altamente citado | Não |
| Tipos de citação | Neutras: 2 |