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
StatePublished - 1 Jan 2018

Fingerprint

teacher
expertise
expert
decision making
classroom
methodology

Cite this

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
Fives, Helenrose ; Barnes, Nicole. / Teachers' practice-based data use strategies. Cases of Teachers' Data Use. Taylor and Francis, 2018. pp. 15-29
@inbook{111530ea26314b2792776e774a0f58f1,
title = "Teachers' practice-based data use strategies",
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.",
author = "Helenrose Fives and Nicole Barnes",
year = "2018",
month = "1",
day = "1",
doi = "10.4324/9781315165370",
language = "English",
isbn = "9781138056398",
pages = "15--29",
booktitle = "Cases of Teachers' Data Use",
publisher = "Taylor and Francis",

}

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

Teachers' practice-based data use strategies. / Fives, Helenrose; Barnes, Nicole.

Cases of Teachers' Data Use. Taylor and Francis, 2018. p. 15-29.

Research output: Chapter in Book/Report/Conference proceedingChapter

TY - CHAP

T1 - Teachers' practice-based data use strategies

AU - Fives, Helenrose

AU - Barnes, Nicole

PY - 2018/1/1

Y1 - 2018/1/1

N2 - 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.

AB - 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.

UR - http://www.scopus.com/inward/record.url?scp=85048663421&partnerID=8YFLogxK

U2 - 10.4324/9781315165370

DO - 10.4324/9781315165370

M3 - Chapter

AN - SCOPUS:85048663421

SN - 9781138056398

SP - 15

EP - 29

BT - Cases of Teachers' Data Use

PB - Taylor and Francis

ER -

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