Factors Associated with Faculty Use of Student Data for Instructional Improvement
Much is being said in education about the value of adopting data-based or analytics approaches to instructional improvement. One important group of stakeholders in this effort is the faculty. “In many cases, the key constituency group is faculty, whose powerful voice and genuine participation often...
| Main Authors: | , , , , , |
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| Format: | Article |
| Language: | English |
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Georgia Southern University
2016-07-01
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| Series: | International Journal for the Scholarship of Teaching and Learning |
| Subjects: | |
| Online Access: | https://digitalcommons.georgiasouthern.edu/ij-sotl/vol10/iss2/5 |
| _version_ | 1818542717814177792 |
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| author | Marilla Svinicki Kyle Williams Kadie Rackley Anke Sanders Lisa Pine Julie Stewart |
| author_facet | Marilla Svinicki Kyle Williams Kadie Rackley Anke Sanders Lisa Pine Julie Stewart |
| author_sort | Marilla Svinicki |
| collection | DOAJ |
| description | Much is being said in education about the value of adopting data-based or analytics approaches to instructional improvement. One important group of stakeholders in this effort is the faculty. “In many cases, the key constituency group is faculty, whose powerful voice and genuine participation often determine the success or failure of educational innovations, especially those that involve pedagogical and academic change” (Furco & Moely, 2012, pg. 129). This paper reports the results of an exploration of factors that influence faculty to consider or reject using analysis of student data to improve instruction based on social cognitive theory. Self-efficacy, value of the outcome, and feasibility of using a student data-based reflection process were found to be related to the actual use of components of the reflection process by faculty. |
| first_indexed | 2024-12-11T22:25:48Z |
| format | Article |
| id | doaj.art-357efd7d607a401a8c4e45f1e7b9f946 |
| institution | Directory Open Access Journal |
| issn | 1931-4744 |
| language | English |
| last_indexed | 2024-12-11T22:25:48Z |
| publishDate | 2016-07-01 |
| publisher | Georgia Southern University |
| record_format | Article |
| series | International Journal for the Scholarship of Teaching and Learning |
| spelling | doaj.art-357efd7d607a401a8c4e45f1e7b9f9462022-12-22T00:48:18ZengGeorgia Southern UniversityInternational Journal for the Scholarship of Teaching and Learning1931-47442016-07-0110210.20429/ijsotl.2016.100205Factors Associated with Faculty Use of Student Data for Instructional ImprovementMarilla SvinickiKyle WilliamsKadie RackleyAnke SandersLisa PineJulie StewartMuch is being said in education about the value of adopting data-based or analytics approaches to instructional improvement. One important group of stakeholders in this effort is the faculty. “In many cases, the key constituency group is faculty, whose powerful voice and genuine participation often determine the success or failure of educational innovations, especially those that involve pedagogical and academic change” (Furco & Moely, 2012, pg. 129). This paper reports the results of an exploration of factors that influence faculty to consider or reject using analysis of student data to improve instruction based on social cognitive theory. Self-efficacy, value of the outcome, and feasibility of using a student data-based reflection process were found to be related to the actual use of components of the reflection process by faculty.https://digitalcommons.georgiasouthern.edu/ij-sotl/vol10/iss2/5Scholarship of Teaching and LearningFaculty classroom researchuse of student data for instructional improvement |
| spellingShingle | Marilla Svinicki Kyle Williams Kadie Rackley Anke Sanders Lisa Pine Julie Stewart Factors Associated with Faculty Use of Student Data for Instructional Improvement International Journal for the Scholarship of Teaching and Learning Scholarship of Teaching and Learning Faculty classroom research use of student data for instructional improvement |
| title | Factors Associated with Faculty Use of Student Data for Instructional Improvement |
| title_full | Factors Associated with Faculty Use of Student Data for Instructional Improvement |
| title_fullStr | Factors Associated with Faculty Use of Student Data for Instructional Improvement |
| title_full_unstemmed | Factors Associated with Faculty Use of Student Data for Instructional Improvement |
| title_short | Factors Associated with Faculty Use of Student Data for Instructional Improvement |
| title_sort | factors associated with faculty use of student data for instructional improvement |
| topic | Scholarship of Teaching and Learning Faculty classroom research use of student data for instructional improvement |
| url | https://digitalcommons.georgiasouthern.edu/ij-sotl/vol10/iss2/5 |
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