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Teachers learning how to use data: A synthesis of the issues and what is known
Affiliation:1. WestEd, United States;2. Texas Christian University, United States;1. University of Colorado, Boulder, United States;2. University of Southern California, United States;1. University of Twente, The Netherlands;2. University of Groningen, GION Education/Research, The Netherlands;1. University of Twente, Department of Research Methodology, Measurement and Data Analysis, P.O. Box 217, 7500 AE, Enschede, The Netherlands;2. University of Twente, Department of ELAN, Department of Teacher Development, P.O. Box 217, 7500 AE, Enschede, The Netherlands;1. University of Twente, P.O. Box 217, 7500 AE Enschede, The Netherlands;2. University of Twente, ELAN, P.O. Box 217, 7500 AE Enschede, The Netherlands;3. Learning Sciences Institute Australia, GPO Box 2587, Brisbane, QLD 4001, Australia;4. University of Twente, OMD, P.O. Box 217, 7500 AE Enschede, The Netherlands
Abstract:This article provides a synthesis of the articles found in the special issue on data use. The synthetic piece contextualizes how the articles contribute to the knowledge base of how teachers use data. It synthesizes the findings by identifying key common themes. It then describes gaps in the current knowledge base and identifies the requisite steps needed to address those gaps.
Keywords:Data-driven decision making  Data use  Professional development  Data literacy for teachers
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