ERIC Number: EJ1456500
Record Type: Journal
Publication Date: 2024
Pages: 22
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0313-7155
EISSN: EISSN-1837-6290
Teacher Data Use and Student Learning: Insights from a NSW Catholic School System
Issues in Educational Research, v34 n4 p1596-1617 2024
Evidence based decision making is essential for enabling improved student learning. Teacher motivations and beliefs about the types and use of data are critical determinants of decision making. Our research explored the types of data teachers use and consider valuable when measuring improvement in student learning. Findings from 294 teachers from 44 schools in the Catholic (non-government) sector in New South Wales (NSW) Australia, found that data are used to inform the sequence of learning and to identify and address student needs. Both quantitative and qualitative data sources are applied to make claims of improvement. Factors such as ability, gender, school role, and school sector (primary or secondary) impact the selection and use of data. Our recommendations include the need to focus on professional learning to develop practising and preservice teachers' data literacy skills, ranging from statistical literacy to the identification and selection of appropriate data to substantiate claims of improvement.
Descriptors: Catholic Schools, Elementary Secondary Education, Learning Analytics, Student Needs, Foreign Countries, School Role, Evidence Based Practice, Decision Making, Teacher Attitudes, Data Use, Identification, Faculty Development, Student Improvement
Western Australian Institute for Educational Research Inc. 5/202 Coode Street, Como, Western Australia 6152, Australia. e-mail: editor@iier.org.au; Web site: http://www.iier.org.au/iier.html
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Grant or Contract Numbers: N/A