"Asking, Learning, Seeking Out": An Exploration of Data Literacy for Teaching

The current study explored preservice and inservice teachers' perspectives on data literacy for teaching. Semi-structured interviews were employed with 12 teacher candidates in elementary and special education. The findings revealed participants' misconceptions regarding formative and summ...

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Bibliographic Details
Published inThe Educational forum (West Lafayette, Ind.) Vol. 84; no. 2; pp. 150 - 165
Main Authors Beck, Jori S., Morgan, Joseph John, Brown, Nancy, Whitesides, Heather, Riddle, Derek R.
Format Journal Article
LanguageEnglish
Published West Lafayette Routledge 02.04.2020
Kappa Delta Pi
Subjects
Authentic Learning
Data Analysis
Data Collection
Data literacy for teaching
Digital literacy
Elementary School Teachers
Formative Evaluation
Graduate Students
inservice teacher education
Instructional Effectiveness
Knowledge Level
Learning
Literacy
Misconceptions
Preservice Teacher Education
Preservice Teachers
Special education
Special Education Teachers
Student Attitudes
Student Evaluation
Summative Evaluation
Teacher education
Teaching
Teaching Methods
Undergraduate Students
United States
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Summary:The current study explored preservice and inservice teachers' perspectives on data literacy for teaching. Semi-structured interviews were employed with 12 teacher candidates in elementary and special education. The findings revealed participants' misconceptions regarding formative and summative data; their understanding of the value of formative data; perceptions of challenges related to data literacy for teaching including time, making sense of data, and reliability and validity; and candidates' preferences for authentic data literacy instruction.
ISSN:0013-1725
1938-8098
DOI:10.1080/00131725.2020.1674438