Teachers' practice-based data use strategies

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

The systematic study of teachers with expertise in data use can be used to identify the data use processes embedded in classroom practices that expert teachers engage in during their daily practice. This investigation employed a qualitative collective-case-study methodology, which allowed the authors to garner an in-depth understanding and detailed descriptions of seven teachers' data use practices. Findings suggest that these teachers engaged in promising data use practices, including double dipping, using tracking systems, and contextualizing, that facilitated their instructional decision-making. In particular, these practices helped teachers decide who needed help, how quickly they needed it, on what topic or skill, and, upon occasion, how the help should be given. Thiswork suggests a repertoire of specific promising practices for data use that can be empirically confirmed in future research, and which can be used to guide policy and practice.

Original languageEnglish
Title of host publicationCases of Teachers' Data Use
PublisherTaylor and Francis
Pages15-29
Number of pages15
ISBN (Electronic)9781351676922
ISBN (Print)9781138056398
DOIs
Publication statusPublished - 1 Jan 2018

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Fives, H., & Barnes, N. (2018). Teachers' practice-based data use strategies. In Cases of Teachers' Data Use (pp. 15-29). Taylor and Francis. https://doi.org/10.4324/9781315165370