Teacher Groups’ Conceptions and Uses of Student-Learning Data

David Slavit · Tamara Holmlund Nelson · Angie Deuel

53 citations0/0 files storedJournal of Teacher Education

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Educational Assessment and Improvement Teacher Education and Leadership Studies Student Assessment and Feedback

Abstract

This article measures and discusses six teacher groups’ (a) time spent working with data and (b) time devoted to particular kinds of inquiry activities, and explores various contextual factors that influence these results. The authors make use of a framework useful in describing and analyzing the stance taken by teachers when they engage with student-learning data. Their findings suggest that most teacher groups spend the vast majority of their time collecting and analyzing data, with little time devoted to exploring potential data sources and reflecting on implications of their data analysis. Furthermore, “time on task” is less important than stance in determining the nature of the inquiry activity. Implications of these results are explored.

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References

2007Designing and Conducting Mixed Methods Research 1993Basics of Qualitative Research: Grounded Theory Procedures and Techniques 1992Handbook of research on mathematics teaching and learning 1934How We Think: A Restatement of the Relation of Reflective Thinking to the Educative Process 1985Mind's New Science: A History of Cognitive Revolution 2010Inquiry as stance: practitioner research for the next generation 1999Dialogic Inquiry 1999Dialogic Inquiry: Learning and Teaching in the zpd

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