Concerns, Knowledge, and Efficacy: An Application of the Teacher Change Model to Data Driven Decision-Making Professional Development — Oak Academic Publishing
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Concerns, Knowledge, and Efficacy: An Application of the Teacher Change Model to Data Driven Decision-Making Professional Development
Eleanor Mann School of Nursing and Educational Statistics and Research Methods, University of Arkansas, Fayetteville, USA
,
Office of Innovation for Education, University of Arkansas, Fayetteville, USA
,
Director of Data Literacy, Oregon Department of Education, Salem, USA
1 Eleanor Mann School of Nursing and Educational Statistics and Research Methods, University of Arkansas, Fayetteville, USA
2 Office of Innovation for Education, University of Arkansas, Fayetteville, USA
3 Director of Data Literacy, Oregon Department of Education, Salem, USA
The purpose of this theoretical and qualitative work was two-fold. First, the Triadic Change Model (TCM) was presented and explained. Second, the TCM was used to develop an assessment framework in order to evaluate teachers’ status in the change process associated with the adoption of Data Driven Decision Making (DDDM) in the United States. One dominant profile emerged through the use of the TCM assessment framework. In this profile, teachers manifested concerns indicating they were reluctant to engage in DDDM, held moderate efficacy for DDDM, experienced moderate levels of anxiety associated with DDDM, and showed low levels of knowledge required for effective DDDM. Research-based recommendations for practice and future research are discussed for this profile.
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