Teachers’ Sensemaking of Data and Implications for Equity

Bertrand, Melanie; Marsh, Julie A.

doi:10.3102/0002831215599251

Cited by 209Educational Assessment and ImprovementTeacher Education and Leadership StudiesStudent Assessment and Feedback

Teachers’ Sensemaking of Data and Implications for Equity

Bertrand, Melanie, Marsh, Julie A.·2015·American Educational Research Journal

DOI 10.3102/0002831215599251

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Abstract

This article examines an understudied aspect of teachers’ sensemaking of student learning data: the way in which teachers explain the causes of the outcomes observed in data. Drawing on sensemaking and attribution theory and data collected in six middle schools, we find that while teachers most often attributed outcomes to their own instruction, they also frequently focused on supposedly stable student characteristics. By citing these characteristics as explanations for the results analyzed, teachers may have inhibited reflection on their practice and reinforced low expectations for English language learners (ELLs) and students in special education. These findings yield implications for (a) the effectiveness of data use reforms and (b) equity in the education of ELLs and students in special education.

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Sense-making is not a straightforward or exclusively rational process.
“Sense-making is not a straightforward or exclusively rational process (Bertrand and Marsh 2015; Kahneman and Frederick 2005).”
From Data-based decision-making for school improvement: Research insights and gaps (2019) · cites this paper as Bertrand and Marsh 2015

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Self-citation
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Authors: Bertrand, M., & Marsh, J. A.
Affiliations: Arizona State University (US)
University of Southern California (US)
ORCID: Bertrand, Melanie
Marsh, Julie A.
Venue: American Educational Research Journal
Publisher: American Educational Research Association (AERA)
Published: 2015-10
Volume: 52
Issue: 5
Pages: 861-893
ISSN: 0002-8312 (ISSN-L)
1935-1011
DOI: 10.3102/0002831215599251
OpenAlex: W1955103787
Cited by: 209
References: 70
Citations by year: 2026: 18 · 2025: 22 · 2024: 19 · 2023: 14 · 2022: 25 · 2021: 19 · 2020: 25 · 2019: 25 · 2018: 17 · 2017: 18 · 2016: 7
FWCI: 27.50
Type: journal article
Language: en
Open access: closed
Licence: journals.sagepub.com/page/policies/text-and-data-mining-license (tdm)
Locations: American Educational Research Journal (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 › Student Assessment and Feedback
Keywords: teacher sensemaking, student learning data, attribution theory, English language learners, special education students, low expectations, educational equity, junior high school teachers, teacher reflection

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Teachers’ Sensemaking of Data and Implications for Equity

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