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Teachers' intentions to use national literacy and numeracy assessment data: a pilot study
Pierce, R and Chick, H, Teachers' intentions to use national literacy and numeracy assessment data: a pilot study, Australian Educational Researcher, 38, (4) pp. 433-447. ISSN 0311-6999 (2011) [Refereed Article]
Copyright 2011 The Australian Association for Research in Education, Inc.
In recent years the educational policy environment has emphasised data-driven change. This has increased the expectation for school personnel to use statistical information to inform their programs and to improve teaching practices. Such data include system reports of student achievement tests and socio-economic profiles provided to schools by various state education departmentsí data services. This paper reports on a pilot study that explored factors affecting Mathematics and English teachersí intentions to engage with the statistical data their schools receive and to consider these data when making decisions about their teaching practices. It was found that most teachers perceived that such data identify weak students and some teachers (mostly mathematics teachers) thought that they can help to identify curriculum topics that need attention. Most teachers felt that the reports were not easy to understand. Confidence in dealing with statistical data was a problem for many teachers, but especially for English teachers.
|Item Type:||Refereed Article|
|Keywords:||professional statistical literacy, Theory of Planned Behaviour, intentions, statistics education, education system data|
|Research Group:||Curriculum and pedagogy|
|Research Field:||Mathematics and numeracy curriculum and pedagogy|
|Objective Division:||Education and Training|
|Objective Group:||Teaching and curriculum|
|Objective Field:||Teacher and instructor development|
|UTAS Author:||Chick, H (Associate Professor Helen Chick)|
|Web of Science® Times Cited:||17|
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