@article{
 title = {What does it mean for teachers to be data literate: Laying out the skills, knowledge, and dispositions},
 type = {article},
 year = {2016},
 identifiers = {[object Object]},
 keywords = {Data literacy,Data-driven decision making,Teacher knowledge},
 pages = {366-376},
 volume = {60},
 month = {11},
 publisher = {Elsevier Ltd},
 day = {1},
 id = {8b9fbe65-a332-39fd-8427-e9b0e592bbaf},
 created = {2020-02-03T14:36:00.079Z},
 accessed = {2020-02-03},
 file_attached = {false},
 profile_id = {66be748e-b1e3-36e1-95e1-5830d0ccc3ca},
 group_id = {ed1fa25d-c56b-3067-962d-9d08ff49394c},
 last_modified = {2020-02-03T14:36:02.216Z},
 read = {false},
 starred = {false},
 authored = {false},
 confirmed = {false},
 hidden = {false},
 folder_uuids = {b6de18da-82e2-4c7f-ab8c-6131d929f4d1},
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 abstract = {This article reports on the evolution of a conceptual framework for a construct called data literacy for teachers. Data use has become an emphasis in education but few educators have received sufficient training or preparation pertaining to data literacy skills. This article lays out the framework, identifying the specific knowledge, skills, and dispositions teachers need to use data effectively and responsibly. It concludes with a call to schools of education and teacher preparation programs to begin to integrate data literacy into curricula and practical experiences.},
 bibtype = {article},
 author = {Mandinach, Ellen B. and Gummer, Edith S.},
 journal = {Teaching and Teacher Education}
}

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