Journal article
Data Literacy Training for K-12 Teachers: A Meta-Analysis of the Effects on Teacher Outcomes
Remedial and special education, Vol.43(5), pp.328-343
10/2022
DOI: 10.1177/07419325211054208
Abstract
This meta-analysis explores training teachers in the use of data, defined as any quantifiable information that helps teachers know more about their students for instructional decision-making. The questions addressed are as follows: (a) What are the features of data literacy training for kindergarten through 12th-grade teachers? (b) What are the effects of data literacy training on kindergarten through 12th-grade teacher outcomes? and (c) Do training characteristics moderate the effects of training? A comprehensive search of research conducted between 1975 and 2019 yielded 33 studies with 163 effect sizes that met inclusion criteria. Using a random effects model, findings demonstrated significant positive effects on knowledge and skills, g = .67, 95% confidence interval (CI) = [0.40, 0.93], and beliefs, g = .48, 95% CI = [0.17, 0.79]. A collaborative training format significantly and positively moderated effects. Implications for teacher trainings and the design of future research are discussed.
Details
- Title: Subtitle
- Data Literacy Training for K-12 Teachers: A Meta-Analysis of the Effects on Teacher Outcomes
- Creators
- Marissa J. Filderman - University of AlabamaJessica R. Toste - The University of Texas at AustinLisa Didion - Teaching and LearningPeng Peng - The University of Texas at Austin
- Resource Type
- Journal article
- Publication Details
- Remedial and special education, Vol.43(5), pp.328-343
- Publisher
- Sage
- DOI
- 10.1177/07419325211054208
- ISSN
- 0741-9325
- eISSN
- 1538-4756
- Number of pages
- 16
- Grant note
- H325D150056 / Office of Special Education Programs, U.S. Department of Education
- Language
- English
- Date published
- 10/2022
- Academic Unit
- Teaching and Learning
- Record Identifier
- 9984383285202771
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