A classroom data literacy intervention for pre-service teachers

被引:45
作者
Reeves, Todd D. [1 ]
Honig, Sheryl L. [1 ]
机构
[1] No Illinois Univ, De Kalb, IL 60115 USA
关键词
Data literacy; Preservice teachers; Teacher education; Educational assessment; Classroom assessment; DRIVEN DECISION-MAKING; IMPACT; POWER; KNOWLEDGE; POLICY;
D O I
10.1016/j.tate.2015.05.007
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
This pretest-posttest study investigated 64 pre-service teachers' perceptions of the impact of a 6-h data literacy intervention, which involved scoring classroom assessments, and analyzing, interpreting, and making decisions based on the data. The study also examined changes in participants' self-reported attitudes and beliefs and objectively-measured data literacy during the intervention. Participant reports suggest that the intervention increased the pre-service teachers' knowledge and skills related to data literacy. Pretest-posttest changes were also observed in three attitudes/beliefs (ds ranged from .34 to .46) and data literacy (d = .60). Findings contribute to the small and nascent body of scholarship concerning pre-service data literacy interventions. (C) 2015 Elsevier Ltd. All rights reserved.
引用
收藏
页码:90 / 101
页数:12
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