G2TT
来源类型Research Reports
规范类型报告
DOIhttps://doi.org/10.7249/RR2575.8
来源IDRR-2575/8-BMGF
Educator Access to and Use of Data Systems
Tiffany Tsai; Katie Tosh
发表日期2019
出版年2019
页码4
语种英语
结论

Teachers receive support for data use, have limited access to advanced data

  • Most teachers had access to student attendance and grade data; many had access to standardized test scores by student and grade.
  • Fewer than half of teachers had access to students' cumulative records (e.g., disciplinary history, course enrollment) or to links between student assessment results and instructional resources tailored to student learning needs.
  • Eighty-three percent of teachers reported having received some type of support with using student data.
  • The three most commonly reported supports are principal encouragement for using data in instructional decisionmaking (64 percent), professional development on data-driven decisionmaking offered at a school (59 percent), and support from school/district data staff or a consultant skilled in data analysis (45 percent).
摘要
  • Investing in teacher data-use support could lead to increased data use in instructional practice.
主题Databases and Data Collection ; Analysis ; and Processing ; Educational Technology ; Teacher Training ; Workforce Development
URLhttps://www.rand.org/pubs/research_reports/RR2575z8.html
来源智库RAND Corporation (United States)
引用统计
资源类型智库出版物
条目标识符http://119.78.100.153/handle/2XGU8XDN/108975
推荐引用方式
GB/T 7714
Tiffany Tsai,Katie Tosh. Educator Access to and Use of Data Systems. 2019.
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