You are here:

A classroom data literacy intervention for pre-service teachers
ARTICLE

, , Northern Illinois University, United States

TATE Volume 50, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

This pretest-posttest study investigated 64 pre-service teachers' perceptions of the impact of a 6-h data literacy intervention, which involved scoring classroom assessments, and analyzing, interpreting, and making decisions based on the data. The study also examined changes in participants' self-reported attitudes and beliefs and objectively-measured data literacy during the intervention. Participant reports suggest that the intervention increased the pre-service teachers' knowledge and skills related to data literacy. Pretest-posttest changes were also observed in three attitudes/beliefs (ds ranged from .34 to .46) and data literacy (d = .60). Findings contribute to the small and nascent body of scholarship concerning pre-service data literacy interventions.

Citation

Reeves, T.D. & Honig, S.L. (2015). A classroom data literacy intervention for pre-service teachers. Teaching and Teacher Education: An International Journal of Research and Studies, 50(1), 90-101. Elsevier Ltd. Retrieved December 6, 2019 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 31, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2015.05.007

Keywords