Document Type
Article
Publication Date
3-1-2019
Abstract
The purpose of this investigation was to explore elementary teachers’ beliefs about data and data use. Archived data from 2 research projects were used to address the following research questions: What are kindergarten and fifth-grade literacy teachers’ beliefs about data and data use? What functions do the beliefs serve in teachers’ actual use of data? Using a multicase study approach, 2 research teams carried out qualitative data analysis. Findings revealed that kindergarten and fifth-grade teachers held similar “macro” beliefs, and these beliefs were shaped and contextualized in response to their settings. The study’s implications suggest that teachers’ beliefs about data are influential in what teachers actually view as data and in the ways they put data to use to address students’ learning needs.
DOI
10.1086/701655
MSU Digital Commons Citation
Barnes, Nicole; Brighton, Catherine M.; Fives, Helenrose; and Moon, Tonya R., "Literacy Teachers’ Beliefs About Data Use at the Bookends of Elementary School" (2019). Department of Educational Foundations Scholarship and Creative Works. 74.
https://digitalcommons.montclair.edu/educ-fdns-facpubs/74
Published Citation
Barnes, N., Fives, H., Brighton, C. M., & Moon, T. R. (2019). Literacy teachers’ beliefs about data use at the bookends of elementary school. the elementary school journal, 119(3), 511-533.