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作者

Virginia Snodgrass Rangel, Elizabeth Bell, Carlos Monroy

来源

EDUCATION AND URBAN SOCIETY,Vol.51,Issue.4

语言

英文

关键字

accountability, data use, science teachers, sensemaking

作者单位

1University of Houston, TX, USA;2Accelerate Learning Inc., Houston, TX, USA;3Rice University, Houston, TX, USA

摘要

Accountability policies assume that educators will use student data to improve student learning, but data use in practice has turned out to be harder than theorized. The purpose of this article was to examine how science teachers in Grades 5 to 8 used data in their classrooms. Utilizing sensemaking theory, we found that teachers decided how to use data based on district and school policies and expectations around assessment and data use, balancing those messages with their own understandings of science education. In practice, this led to the privileging of certain kinds of assessment and data use at the expense of others.