{"title":"在职教师获取和使用非学术数据进行决策","authors":"T. Reeves, Dan Wei, Val Hamilton","doi":"10.1080/00131725.2020.1869358","DOIUrl":null,"url":null,"abstract":"Abstract Non-academic factors such as school climate, grit, and growth mindset are receiving much attention in recent education policy and practice. Within this context, this study (N = 425) describes the distribution of U.S. in-service teachers’ access to and use of 10 categories of non-academic data. Findings indicate that in-service teachers vary widely in their access to, and use of, these types of data. This study also indicates unambiguously that teachers prioritise use of classroom-based academic assessment data.","PeriodicalId":46482,"journal":{"name":"EDUCATIONAL FORUM","volume":null,"pages":null},"PeriodicalIF":1.5000,"publicationDate":"2021-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00131725.2020.1869358","citationCount":"1","resultStr":"{\"title\":\"In-Service Teacher Access to and Use of Non-Academic Data for Decision Making\",\"authors\":\"T. Reeves, Dan Wei, Val Hamilton\",\"doi\":\"10.1080/00131725.2020.1869358\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Abstract Non-academic factors such as school climate, grit, and growth mindset are receiving much attention in recent education policy and practice. Within this context, this study (N = 425) describes the distribution of U.S. in-service teachers’ access to and use of 10 categories of non-academic data. Findings indicate that in-service teachers vary widely in their access to, and use of, these types of data. This study also indicates unambiguously that teachers prioritise use of classroom-based academic assessment data.\",\"PeriodicalId\":46482,\"journal\":{\"name\":\"EDUCATIONAL FORUM\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.5000,\"publicationDate\":\"2021-02-16\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://sci-hub-pdf.com/10.1080/00131725.2020.1869358\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"EDUCATIONAL FORUM\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1080/00131725.2020.1869358\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"EDUCATIONAL FORUM","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/00131725.2020.1869358","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
In-Service Teacher Access to and Use of Non-Academic Data for Decision Making
Abstract Non-academic factors such as school climate, grit, and growth mindset are receiving much attention in recent education policy and practice. Within this context, this study (N = 425) describes the distribution of U.S. in-service teachers’ access to and use of 10 categories of non-academic data. Findings indicate that in-service teachers vary widely in their access to, and use of, these types of data. This study also indicates unambiguously that teachers prioritise use of classroom-based academic assessment data.
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