Data Literacy Training for K–12 Teachers: A Meta-Analysis of the Effects on Teacher Outcomes

Abstract

This meta-analysis explores training teachers in the use of data, defined as any quantifiable information that helps teachers know more about their students for instructional decision-making. The questions addressed are as follows: (a) What are the features of data literacy training for kindergarten through 12th-grade teachers? (b) What are the effects of data literacy training on kindergarten through 12th-grade teacher outcomes? and (c) Do training characteristics moderate the effects of training? A comprehensive search of research conducted between 1975 and 2019 yielded 33 studies with 163 effect sizes that met inclusion criteria. Using a random effects model, findings demonstrated significant positive effects on knowledge and skills, g = .67, 95% confidence interval (CI) = [0.40, 0.93], and beliefs, g = .48, 95% CI = [0.17, 0.79]. A collaborative training format significantly and positively moderated effects. Implications for teacher trainings and the design of future research are discussed.

Integrating teacher data literacy with TPACK: A self-report study based on a novel framework for teachers' professional development

“…Although TDL offers a powerful information literacy framework, teachers may struggle to implement it in the classroom (Pierce et al, 2014 ; Gelderblom et al, 2016 ; Filderman et al, 2021 ; Xin, 2021 ). Moreover, TDL has largely been excluded from accounts of teachers' knowledge development (Reeves and Chiang, 2018 ).…”

“…Previous research has identified significant gaps in teacher data literacy (TDL). For instance, most of the teachers in Filderman et al's ( 2021 ) study displayed difficulties in locating, comprehending, and interpreting data. While teachers have long worked with data, their roles have traditionally positioned them more passively as evaluators and implementers of educational interventions (Xin, 2021 ).…”

How data knowledge transformation affects teachers' precision teaching ability: The mediating effect of data consciousness

“…Knowledge is a component of data consciousness (Filderman et al, 2022 ), and data consciousness is the cornerstone of cultivating teachers' precision teaching ability. Therefore, this paper argues that data consciousness plays a mediating role between internal and external knowledge transformation and teachers' precision teaching ability.…”

Data Teams in Teacher Preparation: Improving Data-Based Instruction in Reading

“…Collaboration is particularly important for teachers’ data literacy (Jimerson & Wayman, 2012) and their ongoing use of data (Means et al, 2011; Piro et al, 2014). In a recent meta-analysis, Filderman et al (2021) reported that training improved teachers’ data literacy, and further, training with a collaborative component was associated with larger effects on knowledge and skills. These findings were consistent with prior research observing that teachers in small groups interpret data more accurately, clarify problems, ask follow-up questions, problem-solve, and correct errors (Means et al, 2011).…”