000			01421nam a22001937a 4500
005			20231025135945.0
008			231025b ph ||||| |||| 00| 0 eng d
022			_a0013-5984
040			_cOCT
100			_aJennigs, Austin S.
240			_aThe Elementary School Journal / _hJune 2023
245			_aUnderstanding students achievers and learners / _cAustin S. Jennigs
260			_aChicago, IL : _bThe University of Chicago Press, _c2023
300			_aVol 123(4) : pages 485-512
505			_aABSTRACT : 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
653			_aTeachers' interpretive process
653			_aFraming theory
942			_2ddc _cCR _n0
999			_c9265 _d9265