Literacy teachers’ beliefs about data use at the bookends of elementary school

Nicole Barnes, Catherine M. Brighton, Helenrose Fives, Tonya R. Moon

Research output: Contribution to journalArticle

Abstract

The purpose of this investigation was to explore elementary teachers’ beliefs about data and data use. Archived data from 2 research projects were used to address the following research questions: What are kindergarten and fifth-grade literacy teachers’ beliefs about data and data use? What functions do the beliefs serve in teachers’ actual use of data? Using a multicase study approach, 2 research teams carried out qualitative data analysis. Findings revealed that kindergarten and fifth-grade teachers held similar “macro” beliefs, and these beliefs were shaped and contextualized in response to their settings. The study’s implications suggest that teachers’ beliefs about data are influential in what teachers actually view as data and in the ways they put data to use to address students’ learning needs.

Original languageEnglish
Pages (from-to)511-533
Number of pages23
JournalElementary School Journal
Volume119
Issue number3
DOIs
StatePublished - 1 Mar 2019

Fingerprint

elementary school
literacy
teacher
kindergarten
research approach
data analysis
research project
learning

Cite this

@article{f8c1351fb79d4cc39e6cd6cd67f1380e,
title = "Literacy teachers’ beliefs about data use at the bookends of elementary school",
abstract = "The purpose of this investigation was to explore elementary teachers’ beliefs about data and data use. Archived data from 2 research projects were used to address the following research questions: What are kindergarten and fifth-grade literacy teachers’ beliefs about data and data use? What functions do the beliefs serve in teachers’ actual use of data? Using a multicase study approach, 2 research teams carried out qualitative data analysis. Findings revealed that kindergarten and fifth-grade teachers held similar “macro” beliefs, and these beliefs were shaped and contextualized in response to their settings. The study’s implications suggest that teachers’ beliefs about data are influential in what teachers actually view as data and in the ways they put data to use to address students’ learning needs.",
author = "Nicole Barnes and Brighton, {Catherine M.} and Helenrose Fives and Moon, {Tonya R.}",
year = "2019",
month = "3",
day = "1",
doi = "10.1086/701655",
language = "English",
volume = "119",
pages = "511--533",
journal = "Elementary School Journal",
issn = "0013-5984",
publisher = "University of Chicago",
number = "3",

}

Literacy teachers’ beliefs about data use at the bookends of elementary school. / Barnes, Nicole; Brighton, Catherine M.; Fives, Helenrose; Moon, Tonya R.

In: Elementary School Journal, Vol. 119, No. 3, 01.03.2019, p. 511-533.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Literacy teachers’ beliefs about data use at the bookends of elementary school

AU - Barnes, Nicole

AU - Brighton, Catherine M.

AU - Fives, Helenrose

AU - Moon, Tonya R.

PY - 2019/3/1

Y1 - 2019/3/1

N2 - The purpose of this investigation was to explore elementary teachers’ beliefs about data and data use. Archived data from 2 research projects were used to address the following research questions: What are kindergarten and fifth-grade literacy teachers’ beliefs about data and data use? What functions do the beliefs serve in teachers’ actual use of data? Using a multicase study approach, 2 research teams carried out qualitative data analysis. Findings revealed that kindergarten and fifth-grade teachers held similar “macro” beliefs, and these beliefs were shaped and contextualized in response to their settings. The study’s implications suggest that teachers’ beliefs about data are influential in what teachers actually view as data and in the ways they put data to use to address students’ learning needs.

AB - The purpose of this investigation was to explore elementary teachers’ beliefs about data and data use. Archived data from 2 research projects were used to address the following research questions: What are kindergarten and fifth-grade literacy teachers’ beliefs about data and data use? What functions do the beliefs serve in teachers’ actual use of data? Using a multicase study approach, 2 research teams carried out qualitative data analysis. Findings revealed that kindergarten and fifth-grade teachers held similar “macro” beliefs, and these beliefs were shaped and contextualized in response to their settings. The study’s implications suggest that teachers’ beliefs about data are influential in what teachers actually view as data and in the ways they put data to use to address students’ learning needs.

UR - http://www.scopus.com/inward/record.url?scp=85061651488&partnerID=8YFLogxK

U2 - 10.1086/701655

DO - 10.1086/701655

M3 - Article

AN - SCOPUS:85061651488

VL - 119

SP - 511

EP - 533

JO - Elementary School Journal

JF - Elementary School Journal

SN - 0013-5984

IS - 3

ER -