A Systemic View of Implementing Data Literacy in Educator Preparation

By Ellen B. Mandinach, Edith S. Gummer. 2013

396 citations recorded by the source corpus.

Subfields: Information Systems and Management

View Paper: https://www.semanticscholar.org/paper/062bad44445303b85972a752000a708929e94e21

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In Information Systems and Management

Citations in the corpus

Professional Learning for Using Data: Examining Teacher Needs & Supports (2015, background): “…can support meaning making in a variety of ways, such as time and space for collaboration or support staff to help with interpreting data and choosing next steps (Datnow et al., 2007; Earl & Katz, 2006; Mandinach & Gummer, 2013; Marsh, McCombs, & Martorell, 2010; Wayman, Cho, et al., 2012).”
Rethinking the entwinement between artificial intelligence and human learning: What capabilities do learners need for a world with AI? (2022, neutral): “The recent emergence of big data, machine learning, robotics and Al gave the birth to ‘data literacy ’ , ‘computational thinking ’ , ‘AI literacy ’ and other new skills (Bull, Garofalo, & Hguyen, 2020; Long & Magerko, 2020; Mandinach & Gummer, 2013).”
Building Teachers Data-use Capacity: Insights from Strong and Developing Coaches (2014, background): “The coaching role is considered central to developing teachers’ data-use literacy, something with which teacher preparation programs have struggled (Mandinach & Gummer, 2013).”
Teachers’ Use of Assessment Data to Inform Instruction: Lessons from the past and Prospects for the Future (2015, background): “With respect to in-service training, we need to know how to support teachers’ varied needs with respect to data literacy preparation (Mandinach & Gummer, 2013).”
How Can Schools of Education Help to Build Educators’ Capacity to Use Data? A Systemic View of the Issue (2015, methodology): “Data literacy requires an understanding of more than just assessment data (Mandinach & Gummer, 2011, 2012, 2013a).”
What does it mean for teachers to be data literate: Laying out the skills, knowledge, and dispositions (2016, background): “Third and most relevant to teacher preparation around use data, our findings have indicated that simply relying on professional development to enhance teachers’ data literacy is inadequate (Mandinach & Gummer, 2012, 2013a, 2013b, 2016).”
Differentiated instruction in a data-based decision-making context (2018, background): “However, teachers require differentiation skills to execute such an instructional strategy (Mandinach & Gummer, 2013).”
Combining the best of two worlds: a conceptual proposal for evidence-informed school improvement (2017, background): “It is also important to invest in teacher training: it has been recommended that data use becomes part of the initial teacher education curriculum as well as form a key aspect of schools’ professional development provision (Mandinach and Gummer 2013; Mandinach and Gummer 2016).”