Persistent URL of this record https://hdl.handle.net/1887/70001
Documents
-
- Dam_making_sense_of_student_data_in_teacher_PD_2018
- Not Applicable (or Unknown)
- closed access
In Collections
This item can be found in the following collections:
Making sense of student data in teacher professional development
with management of teacher performance. However, when teachers
become aware of specific student data directly related to their approach
of teaching, it could inform them about possible strengths, weaknesses or
challenges. Unfortunately, teachers generally have little time and encounter
significant problems in the interpretation and use of data for change. In this
article, we put forward that such problems can be avoided by offering
teachers practical frames that are aimed at the interpretation and productive
use of student data. We report on an extensive study that was done in
the setting of reform implementation where teachers were asked to change
their teaching practices. Participating teachers performed multiple PDCA
(Plan-Do-Check-Act) cycles in which they designed and taught lessons
where student data were collected. To interpret and make use...Show moreIn recent years, the use of student data has become increasingly concerned
with management of teacher performance. However, when teachers
become aware of specific student data directly related to their approach
of teaching, it could inform them about possible strengths, weaknesses or
challenges. Unfortunately, teachers generally have little time and encounter
significant problems in the interpretation and use of data for change. In this
article, we put forward that such problems can be avoided by offering
teachers practical frames that are aimed at the interpretation and productive
use of student data. We report on an extensive study that was done in
the setting of reform implementation where teachers were asked to change
their teaching practices. Participating teachers performed multiple PDCA
(Plan-Do-Check-Act) cycles in which they designed and taught lessons
where student data were collected. To interpret and make use of such
student data for change, we provided participants with practical frames.
We examined to what extent and in what way participants used these
frames and how this influenced professional development. Results showed
that participants used frames to both interpret student data and make
changes to their teaching practices towards that required by the reform in
a stepwise, rather independent way.Show less
- All authors
- Dam, M.; Janssen, F.J.J.M.; Driel, J.H. van
- Date
- 2018-11-09