Abstract
This article presents the findings of a joint study conducted by a first grade teacher and a university instructor. They examined the relationship between data informed decision making (DIDM) and teacher research because student achievement data has become the central driving force for instructional decisions related to literacy at many schools across the country. Findings suggest that when teachers use multiple ways of looking at various types of assessment data, everyone wins. Implications for how to incorporate yet balance DIDM in elementary classrooms are suggested for teachers and teacher educators.
Recommended Citation
Myers, Joy and Oakley, Elizabeth
(2017)
"Joining teacher research and data informed decision making to support literacy instruction,"
Teacher Education Journal of South Carolina: Vol. 11:
No.
1, Article 8.
Available at:
https://digitalcommons.coastal.edu/tejsc/vol11/iss1/8