RESEARCH

Study examines teachers' perceptions of student achievement data

By Elizabeth Foster
June 2019
Vol. 40, No. 3
Conversations about effective professional learning communities often point to a focus on data as a way to get specific about differentiated instruction and maintain a focus on student progress. Policymakers recently have paid quite a bit of attention to the potential of data-driven decision-making to learn more about and potentially improve instruction and address achievement gaps. Yet there is a wide range of interpretations about what data are most valuable, what teachers are expected to do with or think about student data, and how exactly the connections between data and instruction are supposed to be informed and addressed. This line of thinking is especially interesting in light of several ongoing Learning Forward projects. We are particularly interested in how conversations about student learning can be

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Elizabeth Foster

Elizabeth Foster (elizabeth.foster@learningforward.org) is associate director of standards, research, and strategy at Learning Forward. In each issue of The Learning Professional, Foster explores recent research to help practitioners understand the impact of particular professional learning practices on student outcomes.

THE STUDY

Evans, M., Teasdale, R.M., Gannon-Slater, N., La Londe, P.G., Crenshaw, H.L., Greene, J.C., & Schwandt, T.A. (2019). How did that happen? Teachers’ explanations for low test scores. Teachers College Record, 121(2).

Let us hear from you
Do you have thoughts about this study or have recommendations of other research you’d like to see us cover? Email me at elizabeth.foster@learningforward.org.

References

Danielson, C. (2016). Talk about teaching (2nd ed.). Thousand Oaks, CA: Corwin.

Hirsh, S. & Crow, T. (2018). Becoming a learning team (2nd ed.). Oxford, OH: Learning Forward.



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