TY - JOUR
T1 - Using Data to Improve Instruction
T2 - Different Approaches for Different Goals
AU - Wieman, Rob
N1 - Publisher Copyright:
©, Copyright © Association of Teacher Educators.
PY - 2014/11/2
Y1 - 2014/11/2
N2 - What data should teachers use, and how should they use these data to improve their teaching? In this review, a diverse set of literature that addresses this question is categorized according to three distinct approaches: the diagnostic approach, the methods approach, and the teacher approach. Within the diagnostic approach, teachers collect data to determine the students who need to learn specific content. Within the methods approach teachers collect data to determine the aspects of teaching that contribute to student learning. Within the teacher approach, teachers collect data to help the teacher develop beliefs and knowledge that support effective teaching. Benefits and drawbacks of these approaches are identified, and some guidelines and cautions concerning the use of data to improve instruction are discussed.
AB - What data should teachers use, and how should they use these data to improve their teaching? In this review, a diverse set of literature that addresses this question is categorized according to three distinct approaches: the diagnostic approach, the methods approach, and the teacher approach. Within the diagnostic approach, teachers collect data to determine the students who need to learn specific content. Within the methods approach teachers collect data to determine the aspects of teaching that contribute to student learning. Within the teacher approach, teachers collect data to help the teacher develop beliefs and knowledge that support effective teaching. Benefits and drawbacks of these approaches are identified, and some guidelines and cautions concerning the use of data to improve instruction are discussed.
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U2 - 10.1080/01626620.2014.977755
DO - 10.1080/01626620.2014.977755
M3 - Article
AN - SCOPUS:85042055801
SN - 0162-6620
VL - 36
SP - 546
EP - 558
JO - Action in Teacher Education
JF - Action in Teacher Education
IS - 5-6
ER -