Thinking about data: Exploring the development of mental models for “data use” among teachers and school leaders

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What does it mean for teachers to be data literate: Laying out the skills, knowledge, and dispositions (2016, background): “Substantial research has been conducted in this area and reflects an international perspective (Datnow, Park, & Kennedy-Lewis, 2012; Jimerson, 2013; Kerr, Marsh, Ikemoto, Darilek, & Barney, 2006; Schildkamp et al., 2013; Schildkamp & Kuiper, 2010; Schildkamp & Teddlie, 2008; Vanhoof, Verhaeghe, Van ”
Teachers’ Sensemaking of Data and Implications for Equity (2015, background): “One important subset of teachers’ beliefs more generally is their conceptions of data and inquiry (Jimerson, 2014).”
Teachers’ Use of Assessment Data to Inform Instruction: Lessons from the past and Prospects for the Future (2015, background): “Jimerson’s (2014) study of a school district in central Texas revealed that teachers’ understanding of data and data use was specifically tied to their mental models, which vary along a number of dimensions. Brown, Lake, and Matters’ (2010) multigroup analysis of teachers in Australia found that alt”
Formative assessment: A systematic review of critical teacher prerequisites for classroom practice (2020, methodology): “In the DBDM studies, data use was often linked to accountability and high stakes testing, and not to improvement (Hubbard et al., 2014; Jimerson, 2014; Schildkamp & Teddlie, 2008; Schildkamp & Visscher, 2009, 2010b; Sutherland, 2004).”