東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Mathematics teachers' data use in pr...

Cavanna, Jillian M.

FindBook

Google Book

Amazon

博客來

Mathematics teachers' data use in practice: Considering accountability, action research, and agency.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Mathematics teachers' data use in practice: Considering accountability, action research, and agency./
作者:	Cavanna, Jillian M.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2016,
面頁冊數:	160 p.
附註:	Source: Dissertation Abstracts International, Volume: 77-10(E), Section: A.
Contained By:	Dissertation Abstracts International77-10A(E).
標題:	Mathematics education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10110784
ISBN:	9781339740294

Mathematics teachers' data use in practice: Considering accountability, action research, and agency.
Cavanna, Jillian M.

Mathematics teachers' data use in practice: Considering accountability, action research, and agency. - Ann Arbor : ProQuest Dissertations & Theses, 2016 - 160 p.

Source: Dissertation Abstracts International, Volume: 77-10(E), Section: A.

Thesis (Ph.D.)--Michigan State University, 2016.

The idea of data use as an educational reform strategy has gained significant traction in recent years, but there is limited research that illuminates what actually happens when teachers use data in practice. This study investigates the ways a group of middle school mathematics teachers used data in their classrooms and as part of an action research study group. Employing the theoretical framework for data use developed by Coburn and Turner (2011), this study takes into account multiple, often overlapping, influences on teacher data use, including teacher evaluation policies and teachers' engagement in action research. Drawing on interview and observation data across a full school year, this study seeks to answer questions about what data teachers identified as valid evidence, how they discussed data and evidence, and what state, district, and school policies and initiatives might have shaped their understandings of data. Additionally, this study adopts an ecological perspective of agency (Biesta & Tedder, 2007) to investigate how teachers did and did not express agency as a part of their discussions of data use. Findings indicate that the ways teachers used and discussed data were closely tied to the audiences with whom they interacted. The final chapter of this study summarizes the complex ways teachers use data in practice and how these findings relate to prior research. Recommendations are made to clarify perceived meanings of data and data-driven and the role of action research as an intervention to promote data use is considered. Theoretical contributions of this study are also discussed along with implications for future research.

ISBN: 9781339740294Subjects--Topical Terms:

641129
Mathematics education.

Mathematics teachers' data use in practice: Considering accountability, action research, and agency.
LDR:02645nmm a2200301 4500 001 2119894
005 20170627090652.5
008 180830s2016 ||||||||||||||||| ||eng d
020 $a 9781339740294
035 $a (MiAaPQ)AAI10110784
035 $a AAI10110784
040 $a MiAaPQ $c MiAaPQ
100 1 $a Cavanna, Jillian M. $3 3281794
245 1 0 $a Mathematics teachers' data use in practice: Considering accountability, action research, and agency.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2016
300 $a 160 p.
500 $a Source: Dissertation Abstracts International, Volume: 77-10(E), Section: A.
500 $a Advisers: Beth Herbel-Eisenmann; Corey Drake.
502 $a Thesis (Ph.D.)--Michigan State University, 2016.
520 $a The idea of data use as an educational reform strategy has gained significant traction in recent years, but there is limited research that illuminates what actually happens when teachers use data in practice. This study investigates the ways a group of middle school mathematics teachers used data in their classrooms and as part of an action research study group. Employing the theoretical framework for data use developed by Coburn and Turner (2011), this study takes into account multiple, often overlapping, influences on teacher data use, including teacher evaluation policies and teachers' engagement in action research. Drawing on interview and observation data across a full school year, this study seeks to answer questions about what data teachers identified as valid evidence, how they discussed data and evidence, and what state, district, and school policies and initiatives might have shaped their understandings of data. Additionally, this study adopts an ecological perspective of agency (Biesta & Tedder, 2007) to investigate how teachers did and did not express agency as a part of their discussions of data use. Findings indicate that the ways teachers used and discussed data were closely tied to the audiences with whom they interacted. The final chapter of this study summarizes the complex ways teachers use data in practice and how these findings relate to prior research. Recommendations are made to clarify perceived meanings of data and data-driven and the role of action research as an intervention to promote data use is considered. Theoretical contributions of this study are also discussed along with implications for future research.
590 $a School code: 0128.
650 4 $a Mathematics education. $3 641129
650 4 $a Teacher education. $3 3172312
650 4 $a Middle school education. $3 969762
690 $a 0280
690 $a 0530
690 $a 0450
710 2 $a Michigan State University. $b Mathematics Education - Doctor of Philosophy. $3 3281795
773 0 $t Dissertation Abstracts International $g 77-10A(E).
790 $a 0128
791 $a Ph.D.
792 $a 2016
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10110784