Teachers would engage in analytics-informed inquiry if they saw direct benefits for student outcomes and the process were a regular part of their work¶

Claim · All claims
Evidence · 1 study · design r3 · q2
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Perceived direct benefits on student outcomes and integration into regular work are key incentives for teacher inquiry becoming routine. → Saar 2022

Evidence¶

Saar 2022¶

Saar, M., Rodríguez-Triana, M. J., & Prieto, L. P. (2022). Towards Data-Informed Teaching Practice: A Model for Integrating Analytics with Teacher Inquiry. Journal of Learning Analytics, 9(3), 88–103. https://doi.org/10.18608/jla.2022.7505

q2 · i? · design · r3

Thematic analysis of open-ended interview responses (Q11) from ten teachers about incentives for making teacher inquiry routine. Teachers also mentioned fewer classes to teach, outward influence such as personal feedback on reflections, and inner motivation.

"teachers would be more willing to be involved in this process if they could see direct benefits of these analyses on their students' outcomes and the process were a regular component of their work"

Discussion¶

Related Claims¶

• Teacher buy-in and willingness to engage are viewed as strong mediators of coaching benefits — related
• Teachers pose inquiry questions mostly about their students, not their own teaching, indicating teaching data remains a novel concept — related
• Reflective methods must be internalized as habit to operate in everyday moral choice, and internalization depends on supportive social arrangements — a broader claim this one bears on
• Teachers see high workload, habits, low-quality data and skills, and predisposition as the main constraints on data-informed analysis, and none regularly collect teaching data — related
• Clear role assignment, training resources, and advisory support facilitated CA-supported continuous improvement and reduced faculty workload perceptions — related