Changes in educators' data literacy during a data-based decision making intervention

Marieke van Geel; Trynke Keuning; Adrie Visscher; Jean-Paul Fox

doi:10.1016/j.tate.2017.02.015

Changes in educators' data literacy during a data-based decision making intervention

Marieke van Geel^*, Trynke Keuning, Adrie Visscher, Jean-Paul Fox

^*Corresponding author for this work

Research output: Contribution to journal › Article › Academic › peer-review

Abstract

Data literacy is assumed to be a precondition for the effective implementation of data-based decision making in schools. This study was aimed at investigating changes in 1182 educators' data literacy with regard to student monitoring system data, during a 2-year intervention, which was assessed by using a pretest and posttest.

A multivariate multi-level IRT analysis was conducted. The multivariate approach enabled the identification of differences in initial data literacy and development, based on educators' characteristics. Findings showed significant improvements in educators' data literacy. Furthermore, the 'knowledge gap' between educators with a master's degree versus higher education was closed, just as the gap between teachers and school leaders. (C) 2017 Elsevier Ltd. All rights reserved.

Original language	English
Pages (from-to)	187-198
Number of pages	12
Journal	Teaching and Teacher Education
Volume	64
DOIs	https://doi.org/10.1016/j.tate.2017.02.015
Publication status	Published - May 2017

Keywords

Decision making
Program effectiveness
Professional development
Intervention
Data use
IRT MODEL
KNOWLEDGE
TOOLS

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10.1016/j.tate.2017.02.015

Cite this

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title = "Changes in educators' data literacy during a data-based decision making intervention",

abstract = "Data literacy is assumed to be a precondition for the effective implementation of data-based decision making in schools. This study was aimed at investigating changes in 1182 educators' data literacy with regard to student monitoring system data, during a 2-year intervention, which was assessed by using a pretest and posttest.A multivariate multi-level IRT analysis was conducted. The multivariate approach enabled the identification of differences in initial data literacy and development, based on educators' characteristics. Findings showed significant improvements in educators' data literacy. Furthermore, the 'knowledge gap' between educators with a master's degree versus higher education was closed, just as the gap between teachers and school leaders. (C) 2017 Elsevier Ltd. All rights reserved.",

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author = "{van Geel}, Marieke and Trynke Keuning and Adrie Visscher and Jean-Paul Fox",

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AU - Fox, Jean-Paul

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AB - Data literacy is assumed to be a precondition for the effective implementation of data-based decision making in schools. This study was aimed at investigating changes in 1182 educators' data literacy with regard to student monitoring system data, during a 2-year intervention, which was assessed by using a pretest and posttest.A multivariate multi-level IRT analysis was conducted. The multivariate approach enabled the identification of differences in initial data literacy and development, based on educators' characteristics. Findings showed significant improvements in educators' data literacy. Furthermore, the 'knowledge gap' between educators with a master's degree versus higher education was closed, just as the gap between teachers and school leaders. (C) 2017 Elsevier Ltd. All rights reserved.

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KW - Program effectiveness

KW - Professional development

KW - Intervention

KW - Data use

KW - IRT MODEL

KW - KNOWLEDGE

KW - TOOLS

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