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来源类型 | Report |
规范类型 | 报告 |
DOI | https://doi.org/10.7249/RR2575.8-1 |
来源ID | RR-2575/8-1-BMGF |
Educator Access to and Use of Data Systems | |
Tiffany Berglund; Katie Tosh | |
发表日期 | 2020-04-10 |
出版年 | 2020 |
页码 | 4 |
语种 | 英语 |
结论 | Teachers receive support for data use, have limited access to advanced data
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摘要 | Teachers' use of student data to inform instruction is commonly accepted as sound educational practice, and this data use is only likely to grow as more data, as well as more-complex data, become increasingly available to educators. However, numerous studies reveal inconsistent data use among teachers and an overall lack of the preparation and skills needed to interpret and use student data to inform instructional practice. To effectively use a variety of student data, including — but not limited to — assessment data, teachers must possess both assessment literacy (the ability to design, select, interpret and use assessment results appropriate for educational decisions) and data literacy (the ability to understand and use data to inform decisions). Research shows that teachers' sense of self-efficacy in interpreting and using data is linked to their actual use of data; professional development supports can help build this self-efficacy and increasing data use. Results from the RAND Corporation's web-based American Educator Panels survey provide insight into teachers' access to data and the supports they receive to use it. |
目录 |
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主题 | Data Science ; Educational Technology ; Teacher Training ; Workforce Development |
URL | https://www.rand.org/pubs/research_reports/RR2575z8-1.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/524058 |
推荐引用方式 GB/T 7714 | Tiffany Berglund,Katie Tosh. Educator Access to and Use of Data Systems. 2020. |
条目包含的文件 | ||||||
文件名称/大小 | 资源类型 | 版本类型 | 开放类型 | 使用许可 | ||
RAND_RR2575z8-1.pdf(118KB) | 智库出版物 | 限制开放 | CC BY-NC-SA | 浏览 | ||
1586526085961.jpg(10KB) | 智库出版物 | 限制开放 | CC BY-NC-SA | ![]() 浏览 |
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