ERIC Number: EJ1208952
Record Type: Journal
Publication Date: 2019
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0260-7476
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Available Date: N/A
Patterns in How Pre-Service Elementary Teachers Formulate Evidence-Based Claims about Student Cognition
Reynolds, Katherine A.; Triant, Jessica H.; Reeves, Todd D.
Journal of Education for Teaching: International Research and Pedagogy, v45 n2 p140-154 2019
Large-scale, robust implementation of teacher data-driven decision making (DDDM) is a challenging endeavor, impeded by numerous organizational, and teacher, factors. One well-documented barrier to teacher DDDM is underdevelopment of teacher data literacy. This study examines common errors made by pre-service elementary teachers in the formulation of evidence-based claims about student cognition (e.g. student strengths and weaknesses relative to content mastery) in a United States of America context. Teachers in the sample commonly made several errors in the articulation of evidence-based claims based on classroom assessments, including providing nonspecific, irrelevant evidence for claims, and misinterpreting statistical evidence. Specific implications for pre-service teacher education and future research are discussed.
Descriptors: Preservice Teachers, Elementary School Teachers, Evidence Based Practice, Preservice Teacher Education, Data Analysis, Decision Making, Error Patterns, Schemata (Cognition), Teacher Student Relationship, Mastery Learning, Barriers, Learning Processes, Knowledge Level, Course Content
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
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