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Teacher Orientations towards DDDM

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Abstract:

Because teachers mediate reform, their beliefs and experiences influence the implementation of any change efforts, including data-driven decision-making (DDDM). As sensemaking theorists have noted, when teachers encounter new reform ideas, such as DDDM, they construct their beliefs based on pre-existing assumptions and cognitive capacity. If school leaders are interested in making data use relevant to instructional improvement, it is important to unpack how teachers make sense of data and what values they ascribe to the process. Using data garnered from in-depth interviews, focus groups, observations and document analysis from a multi-site case study of DDDM, this paper examines teachers’ orientations toward data use. From these data we developed a typology of teachers’ engagement with DDDM and use this paper to explore this typology.
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Name: UCEA Annual Convention
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http://www.ucea.org


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URL: http://citation.allacademic.com/meta/p378656_index.html
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MLA Citation:

Park, Vicki. "Teacher Orientations towards DDDM" Paper presented at the annual meeting of the UCEA Annual Convention, Anaheim Marriott, Anaheim, California, <Not Available>. 2014-11-28 <http://citation.allacademic.com/meta/p378656_index.html>

APA Citation:

Park, V. "Teacher Orientations towards DDDM" Paper presented at the annual meeting of the UCEA Annual Convention, Anaheim Marriott, Anaheim, California <Not Available>. 2014-11-28 from http://citation.allacademic.com/meta/p378656_index.html

Publication Type: Symposium Paper
Abstract: Because teachers mediate reform, their beliefs and experiences influence the implementation of any change efforts, including data-driven decision-making (DDDM). As sensemaking theorists have noted, when teachers encounter new reform ideas, such as DDDM, they construct their beliefs based on pre-existing assumptions and cognitive capacity. If school leaders are interested in making data use relevant to instructional improvement, it is important to unpack how teachers make sense of data and what values they ascribe to the process. Using data garnered from in-depth interviews, focus groups, observations and document analysis from a multi-site case study of DDDM, this paper examines teachers’ orientations toward data use. From these data we developed a typology of teachers’ engagement with DDDM and use this paper to explore this typology.


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