Data Literacy for Educators: Making It Count in Teacher Preparation and Practice

Making It Count in Teacher Preparation and Practice
Teachers' College Press
  • erscheint ca. am 30. Mai 2016
  • Buch
  • |
  • Hardcover
  • |
  • 176 Seiten
978-0-8077-5754-3 (ISBN)
Data literacy has become an essential skill set for teachers as education becomes more of an evidence-based profession. Teachers in all stages of professional growth need to learn how to use data effectively and responsibly to inform their teaching practices. This groundbreaking resource describes data literacy for teaching, emphasizing the important relationship between data knowledge and skills and disciplinary and pedagogical content knowledge. Case studies of emerging programs in schools of education are used to illustrate the key components needed to integrate data-driven decisionmaking into the teaching curricula. The book offers a clear path for change while also addressing the inherent complexities associated with change. Data Literacy for Educators provides concrete strategies for schools of education, professional developers, and school districts.
  • Englisch
  • New York
  • |
  • USA
  • Für Beruf und Forschung
  • Höhe: 231 mm
  • |
  • Breite: 155 mm
  • |
  • Dicke: 15 mm
  • 408 gr
978-0-8077-5754-3 (9780807757543)
0807757543 (0807757543)
Ellen B. Mandinach is senior research scientist and director of the Data for Decisions Initiative at WestEd. Edith S. Gummer is the education research and policy director at the Ewing Marion Kauffman Foundation.
Mandinach and Gummers' thorough analysis of the DLFT construct and resultant conceptual contributions should enable various stakeholders (e.g., researchers, teacher educators) to stand on common and solid conceptual footing. The framework provides the most comprehensive, organized, and detailed treatment of the elusive DLFT construct to date.

-- Mid-Western Educational Researcher This framework is nothing short of a feat. Complex and comprehensive, it successfully communicates the cyclical nature of Data Literacy for Teachers, unpacks the myriad of skills demanded by DLFT, and articulates the kinds of teacher knowledge and beliefs that DLFT draws on. Such a framework will likely have broad appeal for researchers, teacher educators, and policy makers.

--Harvard Educational Review

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