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Data Literacy for Educators: Making It Count in Teacher Preparation and Practice [Pehme köide]

3.24/5 (28 hinnangut Goodreads-ist)
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Data Literacy for Educators: Making It Count in Teacher Preparation and PracticeSuurem pilt
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Püsilink: https://www.kriso.ee/db/9780807757536.html
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Data literacy has become an essential skill set for teachers as education becomes more of an evidence-based profession. Teachers in all stages of professional growth need to learn how to use data effectively and responsibly to inform their teaching practices. This groundbreaking resource describes data literacy for teaching, emphasizing the important relationship between data knowledge and skills and disciplinary and pedagogical content knowledge. Case studies of emerging programs in schools of education are used to illustrate the key components needed to integrate data-driven decisionmaking into the teaching curricula. The book offers a clear path for change while also addressing the inherent complexities associated with change. Data Literacy for Educators provides concrete strategies for schools of education, professional developers, and school districts.

Book Features:

  • Defines data literacy for teaching and outlines the knowledge and skills it comprises.
  • Uses examples and case studies that tie theory to practice.
  • Provides a roadmap for integrating data literacy into teacher preparation programs.
  • Covers emerging trends, such as virtual and hybrid courses and massive open online courses.

Arvustused

"This framework is nothing short of a feat. Complex and comprehensive, it successfully communicates the cyclical nature of Data Literacy for Teachers, unpacks the myriad of skills demanded by DLFT, and articulates the kinds of teacher knowledge and beliefs that DLFT draws on. Such a framework will likely have broad appeal for researchers, teacher educators, and policy makers."



Harvard Educational Review "Mandinach and Gummers thorough analysis of the DLFT construct and resultant conceptual contributions should enable various stakeholders (e.g., researchers, teacher educators) to stand on common and solid conceptual footing. The framework provides the most comprehensive, organized, and detailed treatment of the elusive DLFT construct to date."



Mid-Western Educational Researcher

Foreword ix
Barbara Schneider
Acknowledgments xi
1 Introduction to Data Literacy
1(18)
The Use of Data in Other Disciplines
2(1)
The Use of Data in Education
3(1)
Tools to Support Data-Driven Decision Making
4(1)
The Roots of Data Use: What Research Says
4(10)
Background Information for This Book
14(2)
The Structure of the Book
16(1)
The Audience for the Book
17(2)
2 The Context for Data Literacy
19(19)
The Policy Landscape
19(15)
The Conflation of Data Literacy and Assessment Literacy: The Importance of the Distinction
34(4)
3 The Conceptual Framework for Data Literacy for Teachers
38(19)
How We Determined the Knowledge and Skills Needed for Data Literacy For Teachers
39(8)
The Components and Elements of Data Literacy for Teachers
47(8)
Open Invitation for Dialogue on Data Use for Teaching
55(2)
4 Beyond Knowledge and Skills: Examining Values, Beliefs, and Dispositions Toward Data Use
57(8)
Research Findings on Teachers' Beliefs About Data Use
58(1)
Beliefs and Dispositions: Essential Supports for Data Literacy for Teachers
59(6)
5 Improving Data Literacy Among Educators: A Study of Four Schools of Education
65(19)
An Overview of the Schools of Education
65(1)
How the Schools Integrate the Use of Data in Their Curricula
66(10)
Generalizability of the Data-Related Program Components
76(5)
Implications for Schools of Education
81(3)
6 Data Literacy in Schools of Education: The Current Landscape
84(10)
A Representative Survey of Data Literacy in Schools of Education
84(4)
The Process of Developing a Teacher Focus on Data
88(4)
Emerging Trends in Educating for Data Literacy
92(2)
7 Establishing Data Literacy for Teachers: A Systemic Approach
94(15)
Taking a Systems Approach Toward Building Data Literacy in Educators
94(1)
Key Stakeholder Groups in Improving Data Literacy for Teachers
95(8)
What Changes Are Needed to Increase the Capacity for Effective Data Literacy
103(6)
8 Helping Schools of Education Adopt Data Literacy for Teachers
109(24)
The Pedagogical Implications of Data Use
109(1)
What Data Literacy Looks Like
110(5)
Charting a Pathway Toward Action
115(13)
Conclusion
128(5)
References 133(14)
Index 147(12)
About the Authors 159
Ellen B. Mandinach is senior research scientist and director of the Data for Decisions Initiative at WestEd. Edith S. Gummer is the education research and policy director at the Ewing Marion Kauffman Foundation.