The DOI matches its Crossref record; 68 of the 70 references it cites were found in a registry or an index.
Teachers’ Sensemaking of Data and Implications for Equity
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 (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
Citations
Cites
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Cited by
Sorted by citations
Data-based decision-making for school improvement: Research insights and gaps
Schildkamp, K. (2019) · Educational Research · doi:10.1080/00131881.2019.1625716 · Cited by 347
Misconceptions about data-based decision making in education: An exploration of the literature
Mandinach, E. B., & Schildkamp, K. (2021) · Studies in Educational Evaluation · doi:10.1016/j.stueduc.2020.100842 · Cited by 209
Opening or closing doors for students? Equity and data use in schools
Datnow, A., & Park, V. (2018) · Journal of Educational Change · doi:10.1007/s10833-018-9323-6 · Cited by 139
A Systematic Review of Teachers’ Causal Attributions: Prevalence, Correlates, and Consequences
Wang, H., & Hall, N. C. (2018) · Frontiers in Psychology · doi:10.3389/fpsyg.2018.02305 · Cited by 123
Classroom Assessment to Support Teaching and Learning
Shepard, L. A. (2019) · The Annals of the American Academy of Political and Social Science · doi:10.1177/0002716219843818 · Cited by 161
Metadata
- Authors
- Bertrand, M., & Marsh, J. A.
- Affiliations
- Arizona State University (US)
- University of Southern California (US)
- Venue
- American Educational Research Journal
- Published
- 2015-10
- Volume
- 52
- Issue
- 5
- Pages
- 861-893
- ISSN
- 0002-8312 (ISSN-L)
- 1935-1011
- 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
- Locations
- American Educational Research Journal (publishedVersion)
- Topics
- Social Sciences › Education › 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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