Event Title
Teacher DDDM Self-Efficacy in DDDM Anxiety, DDDM Teacher Practices, and the Role of Data Specialists: A Moderated Mediation Analysis of Teacher DDDM Practices
Start Date
3-2-2021 4:10 PM
End Date
3-2-2021 5:40 PM
Date of Publication
February 2021
Document Type
Presentation
Abstract
The face of education has changed over the past twenty years due to pieces of legislation such as No Child Left Behind (NCLB). With these new pieces of legislation comes high stakes testing, lower teacher efficacy, and the need for data driven decision making (DDDM). A teacher’s level of comfort with math and statistics often determines their level of efficacy for DDDM. This study will determine if there is a difference between levels of teacher’s DDDM efficacy when various factors are present using the DDDM Efficacy and Anxiety (3D-MEA) Inventory. The results of this study will inform teacher leaders on how to better support teachers with DDDM efforts.
Keywords
Education, Teaching, Mathematics
Description
Methodology, Discussant: Grant Morgan
Persistent Identifier
http://hdl.handle.net/10950/2848
Teacher DDDM Self-Efficacy in DDDM Anxiety, DDDM Teacher Practices, and the Role of Data Specialists: A Moderated Mediation Analysis of Teacher DDDM Practices
The face of education has changed over the past twenty years due to pieces of legislation such as No Child Left Behind (NCLB). With these new pieces of legislation comes high stakes testing, lower teacher efficacy, and the need for data driven decision making (DDDM). A teacher’s level of comfort with math and statistics often determines their level of efficacy for DDDM. This study will determine if there is a difference between levels of teacher’s DDDM efficacy when various factors are present using the DDDM Efficacy and Anxiety (3D-MEA) Inventory. The results of this study will inform teacher leaders on how to better support teachers with DDDM efforts.