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

Jimerson, Jo Beth

doi:10.1016/j.stueduc.2013.10.010

Cited by 98Educational Assessment and ImprovementTeacher Education and Leadership StudiesEducational Research and Methods

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

Jimerson, Jo Beth·2014·Studies in Educational Evaluation

DOI 10.1016/j.stueduc.2013.10.010

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Buy-in and belief in the use of data are important; teachers should believe that the use of data can improve the quality of their classroom practice.
“Furthermore, buy-in and belief in the use of data are important.Teachers should believe that the use of data can improve the quality of their classroom practice”
From Formative assessment: A systematic review of critical teacher prerequisites for classroom practice (2020) · cites this paper as Jimerson, 2014
In several DBDM studies, teachers indicated they were only using data because they felt forced to do so or felt pressured by the accountability system, and not because they believed data use to be important for improving classroom practice.
“In several DBDM studies, teachers indicated they were only using data because they felt forced to do so or felt pressured by the accountability system (e.g., social pressure), and not because they believed data use to be important for improving classroom practice”
From Formative assessment: A systematic review of critical teacher prerequisites for classroom practice (2020) · cites this paper as Jimerson, 2014
In the DBDM studies, data use was often linked to accountability and high stakes testing, and not to improvement.
“In the DBDM studies, data use was often linked to accountability and high stakes testing, and not to improvement”
From Formative assessment: A systematic review of critical teacher prerequisites for classroom practice (2020) · cites this paper as Jimerson, 2014
Data-literate teachers leverage student assessment data to evaluate learning progress.
“Specifically, data-literate teachers leverage student assessment data to evaluate learning progress (Abrams et al., 2016; Jimerson, 2014; Jimerson & Wayman, 2015; Jimerson et al., 2016; Snodgrass Rangel et al., 2016), to tailor classroom instruction based on data insights (Mokhtari et al., 2009; Poortman & Schildkamp, 2016; Staman et al., 2017; van der Scheer & Visscher, 2018), and to ensure”
From Dimensions of teachers’ data literacy: A systematic review of literature from 1990 to 2021 (2024) · cites this paper as Jimerson, 2014
Within the data-related behavior dimension, there are two distinctive sets of teacher behaviors: data use to enhance communication and discussion with stakeholders, and participation in and engagement with learning about data use and data culture in schools.
“Within this dimension, there appear to be two distinctive sets of teacher behaviors: (a) teachers’ data use to enhance communication and discussion with various stakeholders such as colleagues (Datnow et al., 2013; Van Gasse et al., 2017), school leaders (Jimerson, 2014; Marsh & Farrell, 2015; Nicholson et al., 2017), and parents (Jimerson & Wayman, 2015; Jimerson et al., 2019); and (b) teachers’”
From Dimensions of teachers’ data literacy: A systematic review of literature from 1990 to 2021 (2024) · cites this paper as Jimerson, 2014

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Authors: Jimerson, J. B.
Affiliations: Texas Christian University (US)
Corresponding author: Jimerson, Jo Beth
ORCID: Jimerson, Jo Beth
Venue: Studies in Educational Evaluation
Publisher: Elsevier BV
Published: 2014-09
Volume: 42
Pages: 5-14
ISSN: 0191-491X (ISSN-L)
DOI: 10.1016/j.stueduc.2013.10.010
OpenAlex: W2075342510
Cited by: 97
References: 63
Citations by year: 2026: 5 · 2025: 6 · 2024: 5 · 2023: 3 · 2022: 10 · 2021: 9 · 2020: 17 · 2019: 10 · 2018: 6 · 2017: 8 · 2016: 11 · 2015: 6 · 2014: 1
FWCI: 13.15
Type: journal article
Language: en
Open access: closed
Licence: www.elsevier.com/tdm/userlicense/1.0/ (tdm)
Locations: Studies In Educational Evaluation (publishedVersion)
Topics: Social Sciences › Decision Sciences › Information Systems and Management › Educational Assessment and Improvement
Social Sciences › Education › Teacher Education and Leadership Studies
Social Sciences › Education › Educational Research and Methods
Keywords: mental models, data utilization, educational data, teachers, school leaders, educational decision-making, evidence-based practice, data literacy, professional development, school leadership, small school districts

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