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首页> 外文期刊>Computers & education >Effects of an asynchronous online data literacy intervention on pre-service and in-service educators' beliefs, self-efficacy, and practices
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Effects of an asynchronous online data literacy intervention on pre-service and in-service educators' beliefs, self-efficacy, and practices

机译：异步在线数据素养干预对服务前和维修服务的信仰，自我效能和实践的影响

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摘要

Today's teachers are inundated with data, and their capacity to use data productively and responsibly is a salient but complex skillset. In this context, the present experimental study (N = 107) investigated the efficacy of an asynchronous online data literacy intervention intended for pre-service and in-service educators. The facilitated, interactive, and highly-structured intervention engaged participants in asking and answering four different kinds of questions (e.g., achievement status and growth, strengths and weaknesses, instructional implications) at five different student levels (e.g., individual, subgroup, school) with external, standardized assessment data presented in tables, charts, and score reports. Findings indicate medium-to-large intervention effects on participants' data-driven decision making self-efficacy and anxiety (ds ranged from .44 to 1.39) and in-school implementation of data use practices (d = 0.68). Impact patterns varied somewhat by population, though all sub-populations indicated highly favorable perceptions of the intervention.
机译：今天的教师因数据而被淹没，他们能够高效和负责任地使用数据的能力是一个突出的但复杂的技能。在这种情况下，目前的实验研究（n = 107）研究了用于预售前和服务教育者的异步在线数据素养干预的疗效。促进，互动和高度结构化的干预，参与者在五个不同的学生院（例如，个人，亚群，学校）的询问和回答四种不同的问题（例如，成就状态和增长，强度和弱点，教学意义）使用表，图表和分数报告中呈现的外部标准化评估数据。调查结果表明了对参与者的数据驱动决策的中学干预效果，使自我效能和焦虑（DS为0.44至1.39）以及学校实施数据使用实践（D = 0.68）。影响模式在群体有所不同，尽管所有子人群都表明对干预的高度有利看法。

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