Cases of Teachers' Data Use
Nonfiction, Reference & Language, Education & Teaching, Educational Theory, Testing & Measurement, Educational Psychology, Educational Reform
| Author: | ISBN: | 9781351676915 | |
| Publisher: | Taylor and Francis | Publication: | April 27, 2018 |
| Imprint: | Routledge | Language: | English |
| Author: | |
| ISBN: | 9781351676915 |
| Publisher: | Taylor and Francis |
| Publication: | April 27, 2018 |
| Imprint: | Routledge |
| Language: | English |
Cases of Teachers’ Data Use addresses applications of student data beyond theoretical, school-, and district-level examinations by presenting case studies of teachers’ data use in practice. Within the context of data-driven education reform policies, the authors examine the effective and ineffective ways that teachers make use of student data in instruction, evaluation, and planning. Promising practices, based on the empirical research presented, offer strategies and routines for sound data use that can be applied in schools. Chapters written by scholars from diverse methodological perspectives offer readers multiple lenses to use in considering issues of data use such that current theoretical assumptions may be challenged and the field advanced. This uniquely focused yet comprehensive work is an indispensable resource for researchers and students interested in classroom assessment and for professionals looking to support teachers’ use of student performance data for adaptive instruction.
Cases of Teachers’ Data Use addresses applications of student data beyond theoretical, school-, and district-level examinations by presenting case studies of teachers’ data use in practice. Within the context of data-driven education reform policies, the authors examine the effective and ineffective ways that teachers make use of student data in instruction, evaluation, and planning. Promising practices, based on the empirical research presented, offer strategies and routines for sound data use that can be applied in schools. Chapters written by scholars from diverse methodological perspectives offer readers multiple lenses to use in considering issues of data use such that current theoretical assumptions may be challenged and the field advanced. This uniquely focused yet comprehensive work is an indispensable resource for researchers and students interested in classroom assessment and for professionals looking to support teachers’ use of student performance data for adaptive instruction.
