The current study presents a systematic review of teachers' data literacy, arising from a synthesis of 83 empirical studies published between 1990 to 2021. Our review identified 95 distinct indicators across five dimensions: (a) knowledge about data, (b) skills in using data, (c) dispositions towards data use, (d) data application for various…

The study aimed to establish an assessment model for mathematics teachers' knowledge of students' misconceptions in the "Space and Shape" domain, develop the testing tool, investigate and analyse the overall and differences in performance, and propose suggestions for improvement. The assessment model included content knowledge and…

Teachers' knowledge and skills about data-based instruction (DBI) can influence their self-efficacy and their implementation of DBI with fidelity, ultimately playing a crucial role in improving student outcomes. The purpose of this brief report is to provide evidence for the technical adequacy of a measure of DBI knowledge and skills in writing by…

Teachers' knowledge and skills about data-based instruction (DBI) can influence their self-efficacy and their implementation of DBI with fidelity, ultimately playing a crucial role in improving student outcomes. The purpose of this brief report is to provide evidence for the technical adequacy of a measure of DBI knowledge and skills in writing by…

The research addresses how post-secondary education can enhance Black student participation in STEM fields, which historically lag behind their White counterparts. Through improvement science, the researchers test the effectiveness of providing scaffolded learning and awareness modules for faculty and staff to enhance curricular design efforts and…

The researchers believe that post-secondary education can provide a greater number of Black students with degrees in the fields of Science, Technology, Engineering, and Math (STEM). Using improvement science, this research aims to test whether providing scaffolded learning and awareness modules around success in STEM programs for faculty and staff…

Learning analytics (LA) dashboards are becoming increasingly available in various learning settings. However, teachers may face challenges in understanding and interpreting the data visualisations presented on those dashboards. In response to this, some LA researchers are incorporating visual cueing techniques, like data storytelling (DS), into LA…

This paper explores the self-tracking information literacy practices of LGBTQ+ students, how the practices connect to LGBTQ+ identities, and whether these practices are perceived as empowering. Six semi-structured interviews were conducted with students who identified as LGBTQ+ self-trackers. Four previously discovered dimensions of IL in…

Presenting novel numbers about climate change to people after they estimate those numbers can shift their attitudes and scientific conceptions. Prior research suggests that such science learning can be supported by encouraging learners to make use of given benchmark information, however there are several other numerical estimation skills that may…

The purpose of this logistic regression study was to identify predictors of teacher-reported sustained use of data-based instruction (DBI) during the COVID-19 pandemic and assess the extent to which the identified predictors explained teachers' sustained use after completing programmatic support for intensive early writing instruction. We surveyed…

The purpose of this study was to observe and measure the impact of a professional development course on community college participants' self-reported levels of data literacy and equity-mindedness, to ultimately improve upon institutional policies and procedures to help those involved use data in more equity-oriented ways. We used a mixed methods…

Although data-based individualization (DBI) has positive effects on learning outcomes for students with learning difficulties, this framework can be difficult for teachers to implement due to its complexity and contextual barriers. The first aim of this synthesis was to investigate the effects of ongoing professional development (PD) support for…

Although data-based individualization (DBI) has positive effects on learning outcomes for students with learning difficulties, this framework can be difficult for teachers to implement due to its complexity and contextual barriers. The first aim of this synthesis was to investigate the effects of ongoing professional development (PD) support for…