Building Data Literacy Through Action Research

A Guide for Educators and School Leaders
1. Auflage 2027
ISBN: 978-1-041-23509-5
Verlag: Taylor & Francis Ltd

Buch, Englisch, 206 Seiten, Format (B × H): 152 mm x 229 mm

Using data can help teachers make more informed instructional decisions, but how are we supporting them in developing the skills required to understand, analyze, and act on data? And how can we better support school-wide efforts to build teacher data literacy? This book offers a roadmap for using action research to lead transformative change in how educators understand and use data to inform instruction.

The book is organized into three sections: foundational knowledge, a step-by-step guide to the action research process, and examples of action research projects conducted by educators. You’ll learn how to develop research questions that matter, design a feasible and rigorous inquiry plan, analyze data and make meaning, and scale impact. You’ll also gain examples of compelling action research projects on topics such as math fluency, student writing, and more.

This text is your guide to putting curiosity, data, and professional agency to work—right where it matters most.

Zielgruppe

Postgraduate and Professional Practice & Development

Autoren/Hrsg.

Vaughan-McGovern, Michelle

Meredith, Tricia L.

Calabrese, Elisa

Timar, Agnes Andrea

Diaz, Gracie

Forero Taylor, Pilar

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik Bildungssystem Prüfungen und Beurteilungen
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Methoden des Lehrens und Lernens
• Interdisziplinäres Wissenschaften Wissenschaften: Forschung und Information Entscheidungstheorie, Sozialwahltheorie

Inhaltsverzeichnis

Section I: Foundations for Leadership: Building the Comprehensive Educator Research Program  1. The Role of Action Research in School Improvement 2. Laying the Groundwork for the Comprehensive Educator Research Program 3. Establishing Foundations and Building Capacity in Creating Conditions for Action Research 4. Sustainability of Practice –Navigating Political, Social and Psychological Dimensions  Section II: The Action Research Process: Moving from Good Teaching to Good Research  5. Developing Research Questions that Matter 6. Designing a Feasible and Rigorous Inquiry Plan 7. Analyzing Data and Making Meaning 8. Sharing, Reflecting, and Scaling Impact  Section III: Exemplars from the Field: Action Research from AD Henderson University School/FAU High School  9. Studio Sessions: Investigating the Role of an Art After-School Club on Adolescent Student Stress Levels and Feelings of Belonging 10. “Not Just Noise”: An Action Research Study on the Measured Impact of Sensory Tools on Student Focus 11. Improving Math Fact Fluency through Structured Games in Primary Classrooms 12. Evaluating the Impact of AI-generated Feedback on 8th-grade Students' Writing Revisions

Über Autor(innen)

Michelle Vaughan-McGovern is Professor in the Department of Curriculum and Instruction at Florida Atlantic University. Her research focuses on action research, teacher data literacy, and professional learning, with a particular emphasis on supporting educator growth through school-university partnerships.

Tricia L. Meredith serves as Director of Research for Florida Atlantic University Laboratory Schools and Assistant Research Professor in the FAU College of Education. Her work bridges science, education, and innovation through programs that promote teacher-led inquiry, student scholarship, and the use of research to improve educational outcomes.

Elisa Calabrese is Project Director for the Javits Gifted and Talented Grant at Florida Atlantic University Schools. A seasoned educational leader, she previously served as chief talent development officer and
assistant superintendent, advancing evidence-based innovation, educator effectiveness, and professional learning.

Agnes Andrea Timar is University School Professor and Data Specialist at Florida Atlantic University. She specializes in educational data analysis, helping educators use research and data to improve teaching, learning, and school decision-making.

Gracie Diaz is Deputy Superintendent of Florida Atlantic University Lab Schools. She oversees school operations, human resources, grant management, and accreditation while supporting strategic initiatives that strengthen educational programs.

Pilar Forero Taylor is Director of the Stiles-Nicholson STEM Teacher Academy at Florida Atlantic University Lab Schools and an adjunct faculty member in the Department of Curriculum and Instruction. Her work centers on STEM education, teacher professional learning, and empowering educators to improve practice through action research.