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The importance of data literacies and the shortage of research surrounding data science in elementary schools motivated this research-practice partnership (RPP) between researchers and teachers from a STEM elementary school. We used a narrative case study methodology to describe the instructional practices of one music teacher who co-designed a data science curricular unit during a summer professional development program and implemented it in her 5th-grade music classroom. Data collected for this study include in-person and video observations, reflective journals, artifacts, and interviews. Findings suggest that this teacher integrated data science literacies into her classroom by supporting multiple avenues for data storytelling and relying on learners’ everyday discourse and experiences. Our study details a practical example of implementing data science with non-STEM domains in elementary classrooms.
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Expanding Education Researchers’ Access to Classroom Observation Data With a Remote and Cost-Effective Video Data Collection Protocol
Abstract The onset of the COVID-19 pandemic and associated long-term shifts to virtual instruction among most US schools presented notable challenges among education researchers. Ongoing projects conducted in school settings experienced sudden losses of access to teacher and student participants, in many cases leading to severe interruptions to data collection efforts. Perhaps most notably, upon returns to in-person instruction in the 2021/22 academic year most schools instigated strict policies limiting the number of non-school personnel who could enter school buildings, including researchers conducting in-person data collections. As such, many researchers had to find alternative means to gather data. In this paper, we offer a new protocol that we created in response to these challenges that allows for the secure and fully remote collection of video data in school settings. This new protocol not only addressed the immediate needs of the focal study but also addresses some of the most notable barriers to collecting classroom video data in the field of education research at large. In this paper, we describe the initial development and application of this protocol among a local study of elementary teachers, as well as the scaling of this protocol in a study of elementary teachers in multiple states. It is our hope that this protocol can expand education researchers’, practitioners’, and policymakers’ access to classroom video data.
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- Award ID(s):
- 2235715
- PAR ID:
- 10496586
- Publisher / Repository:
- Springer Science + Business Media
- Date Published:
- Journal Name:
- Prevention Science
- ISSN:
- 1389-4986
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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