Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 0 |
| Since 2006 (last 20 years) | 1 |
Descriptor
| Academic Achievement | 1 |
| Attribution Theory | 1 |
| Comprehension | 1 |
| Data | 1 |
| English Language Learners | 1 |
| Equal Education | 1 |
| Focus Groups | 1 |
| Information Utilization | 1 |
| Interviews | 1 |
| Middle School Teachers | 1 |
| Observation | 1 |
| More ▼ | |
Author
| Bertrand, Melanie | 1 |
| Marsh, Julie A. | 1 |
Publication Type
| Journal Articles | 1 |
| Reports - Research | 1 |
Education Level
| Junior High Schools | 1 |
| Middle Schools | 1 |
| Secondary Education | 1 |
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkBertrand, Melanie; Marsh, Julie A. – American Educational Research Journal, 2015
This article examines an understudied aspect of teachers' sensemaking of student learning data: the way in which teachers explain the causes of the outcomes observed in data. Drawing on sensemaking and attribution theory and data collected in six middle schools, we find that while teachers most often attributed outcomes to their own instruction,…
Descriptors: Middle School Teachers, Comprehension, Academic Achievement, Data
