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Involving Teachers in Data-Driven Decision Making: Using Computer Data Systems to Support Teacher Inquiry and Reflection

Item

Title

Involving Teachers in Data-Driven Decision Making: Using Computer Data Systems to Support Teacher Inquiry and Reflection

Abstract/Description

Accountability mandates such as No Child Left Behind (NCLB) have drawn attention to the practical use of student data for school improvement. Nevertheless, schools may struggle with these mandates because student data are often stored in forms that are difficult to access, manipulate, and interpret. Such access barriers additionally preclude the use of data at the classroom level to inform and impact instruction. Fortunately, there are newly available computer technologies that allow efficient organization and access to student data. In addition to allowing easier accountability reporting, these tools allow user-friendly data access at all educational levels, meaning that teachers can use these tools to engage in the informed reflection necessary to improve classroom practice. In this article, I discuss teacher use of these systems, providing insight into the function of these tools and discussing conditions that make these tools of the most service to teachers.

Author/creator

Date

Volume

10

Issue

3

Pages

295-308

Resource type

Research/Scholarly Media

Resource status/form

Published Text

Scholarship genre

Theoretical

Open access/full-text available

No

Peer reviewed

Yes

ISSN

1082-4669

Citation

Wayman, J. C. (2005). Involving Teachers in Data-Driven Decision Making: Using Computer Data Systems to Support Teacher Inquiry and Reflection. Journal of Education for Students Placed at Risk (JESPAR), 10(3), 295–308. https://doi.org/10.1207/s15327671espr1003_5

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