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Understanding students achievers and learners / Austin S. Jennigs

By: Material type: TextTextPublication details: Chicago, IL : The University of Chicago Press, 2023Description: Vol 123(4) : pages 485-512ISSN:
  • 0013-5984
Uniform titles:
  • The Elementary School Journal / June 2023
Subject(s):
Contents:
ABSTRACT : Teachers' data literacy and interpretive process are critical to understanding how they make sense of data.However, little is known about how mental representations shape and evolve in response to teachers interpretive process. In the present study, I model and explore this recursive relationship between teachers' cognitive framing and interpretive process. Findings suggest that teachers evoke two frames, understanding students as achievers and learners, with implications for their cognitive focus on and interpretations fee back into cognitive frames via three mechanisms: elaboration, preservation, and reframing. Implications include cognitive framing as a leverage point for iterative school improvement, interim assessment report design, and new perspectives in the narrative around data use in education
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ABSTRACT : Teachers' data literacy and interpretive process are critical to understanding how they make sense of data.However, little is known about how mental representations shape and evolve in response to teachers interpretive process. In the present study, I model and explore this recursive relationship between teachers' cognitive framing and interpretive process. Findings suggest that teachers evoke two frames, understanding students as achievers and learners, with implications for their cognitive focus on and interpretations fee back into cognitive frames via three mechanisms: elaboration, preservation, and reframing. Implications include cognitive framing as a leverage point for iterative school improvement, interim assessment report design, and new perspectives in the narrative around data use in education

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