Title

Using A Data Chat To Teach Instructional Interventions: Student Perceptions Of Data Literacy In An Assessment Course

Abstract

Recent public policy and research aimed at addressing student-achievement accountability in education may make it prudent for teacher-education programs to explicitly address data literacy as a valid outcome for their graduates. This article examines the changes in perceptions of comfort toward data-literacy behaviors before and after an instructional intervention called a Data Chat for students in a teacher-preparation program. The results suggest that the intervention increased student perceptions of comfort in performing those data-literacy behaviors required for successful data use as a classroom teacher. We contend that data literacy is the new literacy for the next generation of teacher-education graduates.

Publication Date

4-3-2014

Publication Title

New Educator

Volume

10

Issue

2

Number of Pages

95-111

Document Type

Article

Personal Identifier

scopus

DOI Link

https://doi.org/10.1080/1547688X.2014.898479

Socpus ID

84930205977 (Scopus)

Source API URL

https://api.elsevier.com/content/abstract/scopus_id/84930205977

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