"我以前知道这是一个问题,但我真的吗? ": 让教师参与数据使用,以实现公平
Stephanie L Dodman1, Elizabeth K DeMulder1, Jenice L View2
1George Mason University, 4400 University Drive, MS 1E8, Fairfax, VA 22030 USA.
概括
教育工作者需要严格的准备才能有效地利用数据来打破系统性不平等. 一个名为"数据用于公平"的新框架整合了数据和公平素养,以加强教育工作者的教育能力.
科学领域:
- 教育研究教育研究
- 教育社会学教育的社会学
- 教育中的数据科学教育中的数据科学
背景情况:
- 教师经常在没有批判性准备的情况下使用数据,将其视为客观,而不考虑系统影响.
- 学校目前的数据使用可能会延续而不是破坏系统不平等.
- 需要制定框架,让教育工作者准备好批判性地分析与公平相关的数据.
研究的目的:
- 提出和评估一个框架,以准备教育工作者在关键的数据驱动决策.
- 通过故意使用数据来破坏基于课堂和学校的系统不平等.
- 为教育工作者整合数据和公平素养.
主要方法:
- 一个案例研究方法被用来报告一个专业发展项目.
- 专业发展的指导是"为公平利用数据"的概念框架.
- 参与者参与了学校和课堂公平审计,并探讨了文化和教育之间的关系.
主要成果:
- 专业发展增强了参与者的代理意识,对公平和数据的看法,以及多元文化的能力.
- 在为期一年的计划中,参与者在加强数据和股权素养方面取得了进展.
- 开发用于股权的数据使用被确定为正在进行的努力.
结论:
- 教师需要特殊的准备,以批判性和公平地使用数据.
- "数据用于公平"框架在提高教育工作者解决系统不平等问题的能力方面表现有前途.
- 持续的专业发展对于促进对股权实践的可靠数据使用至关重要.
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