Mathematics teachers’ use of data and evidence in practice: intersection of accountability and agency
Tipo de documento
Autores
Lista de autores
Cavanna, Jillian.
Resumen
Using data as an educational reform strategy has gained significant traction in recent years; however, there is little research that provides insight into what actually happens in practice for teachers. School and district accountability expectations commonly specify particular data and questions on which teachers should focus. In contrast, engaging in action research positions teachers as active change agents who pose their own questions and seek their own answers through data use. This project investigates the ways a group of mathematics teachers use data within the overlapping contexts of teacher accountability policies and their work as teacher researchers and offers insights into mathematics teachers’ agency.
Fecha
2015
Tipo de fecha
Estado publicación
Términos clave
Colaboración entre colegas | Gestión de aula | Legislación educativa | Reflexión sobre la enseñanza
Enfoque
Idioma
Revisado por pares
Formato del archivo
Usuario
Título libro actas
Proceedings of the eighth international mathematics education and society conference (volumen 1)
Editores (actas)
Lista de editores (actas)
Greer, Brian y Mukhopadhyay, Swapna
Editorial (actas)
Lugar (actas)
Rango páginas (actas)
151 - 156
Referencias
Coburn, C. E., Toure, J., & Yamashita, M. (2009). Evidence, interpretation, and persuasion: Instructional decision making at the district central office. The Teachers College Record, 111(4), 1115–1161. Coburn, C. E., & Turner, E. O. (2011). Research on data use: A framework and analysis. Measurement: Interdisciplinary Research & Perspective, 9(4), 173–206. Datnow, A., Park, V., & Kennedy-Lewis, B. (2012). High school teachers’ use of data to inform instruction. Journal of Education for Students Placed at Risk, 17(4), 247–265. Gee, J. P. (1991). A linguistic approach to narrative. Journal of Narrative and Life History, 1(1), 15–39. Georgakopoulou, A. (2007). Small stories, interaction, and identities. Amsterdam: John Benjamins Publishing Company. Jaworski, B. (1998). Mathematics teacher research: Process, practice, and the development of teaching. Journal of Mathematics Teacher Education, 1, 3–31. Ketelaar, E., Beijaard, D., Boshuizen, H. P. A., & Den Brok, P. J. (2012). Teachers’ positioning towards an educational innovation in the light of ownership, sense-making and agency. Teaching and Teacher Education, 28(2), 273–282. Little, J. W. (2012). Understanding data use practice among teachers: The contribution of micro-process studies. American Journal of Education, 118(2), 143–166. Wortham, S. (2001). A dialogic approach to discourse. In Narratives in action: A strategy for research and analysis (pp. 17–46). New York, NY: Teachers College Press.