Data Literacy for Educators: Making It Count in Teacher Preparation and Practice

by Ellen B. Mandinach, Edith S. Gummer, Barbara Schneider

Overview

Data literacy has become an essential skill set for teachers as education becomes more of an evidence-based profession. Teachers in all stages of professional growth need to learn how to use data effectively and responsibly to inform their teaching practices. This groundbreaking resource describes data literacy for teaching, emphasizing the important relationship between data knowledge and skills and disciplinary and pedagogical content knowledge. Case studies of emerging programs in schools of education are used to illustrate the key components needed to integrate data-driven decisionmaking into the teaching curricula. The book offers a clear path for change while also addressing the inherent complexities associated with change. Data Literacy for Educators provides concrete strategies for schools of education, professional developers, and school districts.

Book Features:

• Defines data literacy for teaching and outlines the knowledge and skills it comprises.
• Uses examples and case studies that tie theory to practice.
• Provides a roadmap for integrating data literacy into teacher preparation programs.
• Covers emerging trends, such as virtual and hybrid courses and massive open online courses.

Product Details

ISBN-13:	9780807757536
Publisher:	Teachers College Press
Publication date:	04/01/2016
Series:	Technology, Education--Connections (The TEC Series)
Edition description:	New Edition
Pages:	176
Product dimensions:	6.00(w) x 8.90(h) x 0.40(d)

About the Author

Ellen B. Mandinach is senior research scientist and director of the Data for Decisions Initiative at WestEd. Edith S. Gummer is the education research and policy director at the Ewing Marion Kauffman Foundation.

What People are Saying About This

From the Publisher

"This thoughtful, well-organized book raises the challenges that beginning and experienced teachers face in becoming more data literate to increase their pedagogical effectiveness in their classrooms."
— From the Foreword by Barbara Schneider, past president of AERA, John A. Hannah Chair and Distinguished Professor in the College of Education at Michigan State University

"While many share the goal of improving data literacy across our education system, this book provides insight into how this might be done. Deans of colleges of education, practicing teachers, education advocates, and many others will find useful information here."
—Benjamin Riley, executive director, Deans for Impact

"Mandinach and Gummer transform an overused cliché into an incisive analysis, a comprehensive integration, and a plan for action. They examine what and how teachers must learn about data so that they can act with both expertise and integrity. This work should join the 'common core' of teacher education and professional development programs.”
—Lee S. Shulman, president emeritus, The Carnegie Foundation for the Advancement of Teaching; and Charles E. Ducommun Professor of Education Emeritus, Stanford University

"Collecting data doesn’t change anything in education. The authors lay out a compelling call to action to ensure that every teacher in this country has the skills, knowledge, and disposition in knowing how to use data to inform effective teaching. Only when our teachers are data literate and have the conditions and capacity to use data well will we truly unlock the power of data to personalize learning and increase student achievement for every child in this country."
—Aimee Rogstad Guidera, president & CEO, Data Quality Campaign

Editorial Reviews

"This framework is nothing short of a feat. Complex and comprehensive, it successfully communicates the cyclical nature of Data Literacy for Teachers, unpacks the myriad of skills demanded by DLFT, and articulates the kinds of teacher knowledge and beliefs that DLFT draws on. Such a framework will likely have broad appeal for researchers, teacher educators, and policy makers."

—Harvard Educational Review

"Mandinach and Gummers’ thorough analysis of the DLFT construct and resultant conceptual contributions should enable various stakeholders (e.g., researchers, teacher educators) to stand on common and solid conceptual footing. The framework provides the most comprehensive, organized, and detailed treatment of the elusive DLFT construct to date."

— Mid-Western Educational Researcher

From the Publisher