Table of Contents
Wayman, J. C., & Jimerson, J. B. (2014). Teacher needs for data-related professional learning. Studies in Educational Evaluation, 42, 25-34.
The article informs on the importance of the use of data in professional learning to impact competence in regard to teaching and learning. Authors emphasize data informed decision-making strategy as a way of realizing favorable outcomes in professional learning. The study took the form of qualitative research with a sample of 110 participants. The sample population was further interviewed to obtain raw data regarding some of the skills educators need to make use of data effectively, as well as how tutors can achieve data-related professional learning.
The study uncovers that data-based decision making to influence literacy is fundamental in the learning environment. The research further suggests avenues through which educators can improve learning process based on data drawn from the students through assessments. The authors recognize that data literacy is an emerging field in the contemporary world hence it is more than just an add-on to the existing strategies to inform literacy.
The article describes the importance of data-based decision making on professional learning as a way of impacting literacy levels among students. As such, the article offers theoretical groundings for data-related professional learning process making it significant in laying the ground work for future studies aimed at examining how data can inform literacy.
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Koltay, T. (2015). Data literacy: in search of a name and identity. Journal of Documentation, 71(2), 401-415.
In this article, the authors assess and synthesize information regarding data and how it informs literacy. Among other things, they elaborate on the role of data and how it impacts literacy levels in light of activities such as data management, data citation, and data quality. The authors conclude data can be a useful tool in the field of education with regard to teaching and learning process.
The authors stress the importance of data akin to literacy in achieving the mission and role of the learning process. The article dwells on information literacy while other materials relevant to the scope of the study are examined. The findings of the research conclude that there is a need for a call to action by stakeholders in the institution of education to embrace data literacy as a way of educating teaching professionals as well as students. After examining the importance of data literacy and how it impacts competencies in terms of skills and abilities, the authors suggest how educators can use data to enrich literacy in their teaching practices.
The article offers distinct advantages on the importance of data to inform literacy by providing a thorough examination of the significance of data literacy. As such, the article acts as an add-on to the existing knowledge about information literacy in an educational setting. It is, therefore, a productive source to make significant adjustments in the learning arena and serves as a proponent to the importance of using data to inform literacy.
Farrell, C. C. (2015). Designing school systems to encourage data use and instructional improvement: A comparison of school districts and charter management organizations. Educational Administration Quarterly, 51(3), 438-471.
This article explores upon the author’s stand point regarding the use of data as a way of informing literacy. The authors of this article pose an argument that as the demands for evidence of educational achievement increase, the use of data as a way of informing literacy become more prevalent. The authors address the need gap by pointing out two education systems including charter management organizations and school districts. In this study, information was collected from a sample of 6 secondary schools in 2 charter management organizations and two district schools for a period of 2010 to 2011. Interviews from 70 participants ranging from system leaders, teachers and schools were further conducted.
The article outlines that accountability pressures inform on patterns in data use that impact growth trajectory, decision making and degree of regulation. The authors recount the implications of using data in school systems and how its supports schools, educators, and students to improve competence and literacy levels.
The article proves useful to rest of the personnel contemplating to conduct a similar research. By offering an overview of the importance of data in informing literacy, the article lays strong foundations as a start point and perspective for future studies.
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Kaufman, T. E., Graham, C. R., Picciano, A. G., Popham, J. A., & Wiley, D. (2014). Data-driven decision making in the K-12 classroom. In Handbook of research on educational communications and technology (pp. 337-346). Springer New York.
In part, the authors provide that the importance of Data-Driven Decision Making (DDDM) has been at the forefront of national debates. The article unravels the realm of data use to inform literacy, often involving systematic data collection and analysis of performance to inform on performance improvement.
The article shows how various researches have been undertaken to incorporate data-driven decision making in the education sector thereby bringing about comparable advantages to the institution of education. While the research did not pay much attention to the differences in literacy levels depending on data, efforts to successfully integrate data-driven decision making in the education sector have been proven useful.
The article is significant as it offers a Data-Driven Decision Making (DDDM) framework that presents concepts that are helpful for informing literacy in the school of learning. Implications for the implementation of the strategy in the education sector are discussed. This serves as a starting point to other stakeholders who seek to integrate data concepts into the education curricula.
Mandinach, E., Friedman, J. M., & Gummer, E. (2015). How Can Schools of Education Help to Build Educators’ Capacity to Use Data? A Systemic View of the Issue. Teachers College Record, 117(4), n4.
This article reports on how schools can help tutors strengthen their ability to use data in the teaching and learning process. The study took a stratified randomized approach with 208 schools in the United States acting as the sample. The article does not only offer to elucidate on the importance of using data-based approaches to inform literacy but also goes a notch higher by suggesting the means and ways educators can conceptualize and build on the data literacy skills. While the article explores the rationale for which schools must be ready to incorporate data-based teaching practices, the authors examine the extent to which educational practitioners integrate data concepts into their courses.
The study concluded that most of the institutions in the United States incorporated data use into their courses. However, the research offers that most of the schools in the United States embraced assessment literacy more than data literacy to yield a plethora of knowledge and skills in the education sector.
The article is significant in that despite the research finding out that most schools in the United States make use of assessment literacy more than data literacy, the authors go a step higher by advocating for a system that leans more to the use data concepts than assessment literacy in the learning practice.
- Farrell, C. C. (2015). Designing school systems to encourage data use and instructional improvement: A comparison of school districts and charter management organizations. Educational Administration Quarterly, 51(3), 438-471.
- Kaufman, T. E., Graham, C. R., Picciano, A. G., Popham, J. A., & Wiley, D. (2014). Data-driven decision making in the K-12 classroom. In Handbook of research on educational communications and technology (pp. 337-346). Springer New York.
- Koltay, T. (2015). Data literacy: in search of a name and identity. Journal of Documentation, 71(2), 401-415.
- Mandinach, E., Friedman, J. M., & Gummer, E. (2015). How Can Schools of Education Help to Build Educators’ Capacity to Use Data? A Systemic View of the Issue. Teachers College Record, 117(4), n4.
- Wayman, J. C., & Jimerson, J. B. (2014). Teacher needs for data-related professional learning. Studies in Educational Evaluation, 42, 25-34.