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Author
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Gummer, E. S., & Mandinach, E. B.
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Year
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2015
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Publisher
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Teachers College Record, 117(4), 1-22.
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Abstract
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The article addresses the growing demand for evidence-based education and the need for teachers to effectively use data in instructional decision-making. It argues that the knowledge and skills required for “data literacy for teaching” are complex and insufficiently defined. Through empirical analysis and domain mapping, the authors develop an emergent conceptual framework outlining the competencies teachers need to interpret and apply data in classroom contexts. This framework forms the first step in an evidence-centered design process aimed at defining and measuring data literacy.
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Language
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English