Dissertation/Thesis Abstract

Developing Outcome-Driven, Data-Literate Teachers
by Salmacia, Kaycee Ann, Ed.D., University of Pennsylvania, 2017, 173; 10599195
Abstract (Summary)

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.

Indexing (document details)
Advisor: Zemsky, Robert
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
Publication Number: 10599195
ISBN: 978-0-355-23898-3
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