Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 3 of 3
Full-Text Articles in Education
3 Tips For Equitable Use Of Classroom Data, Jori Beck, Heather Whitesides
3 Tips For Equitable Use Of Classroom Data, Jori Beck, Heather Whitesides
Teaching & Learning Faculty Publications
(First paragraph) For most new teachers—and even veteran teachers!—data can be a four-letter word. That’s understandable. Educationbased data collection practices, evaluation, and influences are often lumped together, misunderstood, and carry a negative connotation. New teachers may even have negative perceptions of testing based on their own experiences as students (Beghetto, 2005)
"Asking, Learning, Seeking Out": An Exploration Of Data Literacy For Teaching, Jori S. Beck, Joseph John Morgan, Nancy Brown, Heather Whitesides, Derek R. Riddle
"Asking, Learning, Seeking Out": An Exploration Of Data Literacy For Teaching, Jori S. Beck, Joseph John Morgan, Nancy Brown, Heather Whitesides, Derek R. Riddle
Teaching & Learning Faculty Publications
The current study explored preservice and inservice teachers’ perspectives on data literacy for teaching. Semi-structured interviews were employed with 12 teacher candidates in elementary and special education. The findings revealed participants’ misconceptions regarding formative and summative data; their understanding of the value of formative data; perceptions of challenges related to data literacy for teaching including time, making sense of data, and reliability and validity; and candidates’ preferences for authentic data literacy instruction.
Mathematics Teacher Educators' Exploring Self-Based Methodologies, Elizabeth Elizabeth, Signe E. Kastberg, Dana Cox, Jennifer Ward, Olive Chapman, Melva R. Grant
Mathematics Teacher Educators' Exploring Self-Based Methodologies, Elizabeth Elizabeth, Signe E. Kastberg, Dana Cox, Jennifer Ward, Olive Chapman, Melva R. Grant
Teaching & Learning Faculty Publications
Historically underused methodologies in mathematics teacher education such as narrative inquiry, self-study, and autoethnography (i.e., self-based methodologies) are becoming a more frequent choice of mathematics teacher educators (MTEs). This has opened new challenges for MTEs as they try to disseminate their findings in mathematics education journals. Building from our working group at PME-NA 2018, we respond to the need for creating spaces (communities) where MTEs can feel supported in their study design, implementation, representation of findings, and publication using self-based methodologies. This year, we shift our focus from discussion to mentoring and scholarship on self-based methodologies. We invite MTEs with …