000			01903nam a22002777a 4500
003			ZW-GwMSU
005			20210427093133.0
008			210426b ||||| |||| 00| 0 eng d
022			_a00049441
040			_aMSU _cMSU _erda
100	1		_aPierce, Robyn _eauthor
245	1	0	_aTeachers' perceptions of the factors influencing their engagement with statistical reports on student achievement data / _ccreated by Robyn Pierce
264			_aLos Angeles _bSage _c2013
336			_2rdacontent _atext _btxt
337			_2rdamedia _aunmediated _bn
338			_2rdacarrier _avolume _bnc
440			_vVolume 57 , number 3 , _aAustralian Journal of Education
520			_aIn Australia, as in other countries, school students participate in national literacy and numeracy testing with the resulting reports being sent to teachers and school administrators. In this study, the Theory of Planned Behaviour provides a framework for examining teachers’ perceptions of factors influencing their intention to engage with these data. Most teachers perceived the data to be useful, but there were some negatively held views. For both primary and secondary teachers, males were more positive and had weaker perceptions of barriers to their use of data from system reports compared to females. Teachers who had studied statistics at the post-secondary level and/or attended relevant professional learning generally felt more capable of using the data, and senior teachers and principals were more favourably disposed to using these kinds of statistical reports. Many teachers had concerns about the timeliness of the data’s release and the effort required to interpret them.
650	4		_aAttitudes
650	4		_aBehavioural change
650	4		_aFactor analysis
700	1		_aChick, Helen _eauthor
700	1		_aGordon, Ian _eauthor
856			_uhttps://doi.org/10.1177/0004944113496176
942			_2lcc _cJA
999			_c156706 _d156706