Outcome-driven data literacy is a relatively new discipline in the field of K-12 education. With the exception of a few researchers, a handful of teacher training organizations, and practices observed in some public schools, there is little guidance for how teacher training organizations interested in developing outcome-driven, data-literate teachers should go about this work. In response to this problem, this study investigates how four teacher training organizations already engaged in developing outcome-driven, data-literate teachers are going about teaching these kinds of knowledge, skills, and mindsets. Using a qualitative case study approach, the study aims to help teacher training organizations identify approaches for teaching data literacy by sharing promising practices and lessons learned from organizations that have pioneered this work over the last several years.
|Commitee:||Garland, Peter H., Ravitch, Sharon|
|School:||University of Pennsylvania|
|Department:||Higher Education Management|
|School Location:||United States -- Pennsylvania|
|Source:||DAI-A 79/01(E), Dissertation Abstracts International|
|Subjects:||Pedagogy, Teacher education, Education philosophy|
|Keywords:||Data literacy, Data-literate, Outcome-driven, Outcomes|
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