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100			_aVirginia Snodgrass Rangel, _933470
245			_aTeachers’ Sensemaking and Data Use Implementation in Science Classrooms
260			_bSage, _c2019.
300			_aVol 51, Issue 4, 2019:(526-554 p.)
520			_aAccountability policies assume that educators will use student data to improve student learning, but data use in practice has turned out to be harder than theorized. The purpose of this article was to examine how science teachers in Grades 5 to 8 used data in their classrooms. Utilizing sensemaking theory, we found that teachers decided how to use data based on district and school policies and expectations around assessment and data use, balancing those messages with their own understandings of science education. In practice, this led to the privileging of certain kinds of assessment and data use at the expense of others
650			_aaccountability, _932341
650			_adata use, _933471
650			_ascience teachers, _933472
650			_asensemaking _933473
700			_aBell, Elizabeth _930869
700			_aMonroy, Carlos _933474
773	0		_010744 _915403 _dSage Publisher, _tEducation and urban society
856			_uhttps://doi.org/10.1177/0013124517727053
942			_2ddc _cART