Teachers’ Sensemaking of Data and Implications for Equity

American Educational Research Journal

Volumn 52, Issue 5, 2015, Pages 861-893

  Bertrand, Melanie ^a   Marsh, Julie A ^b  

^a ARIZONA STATE UNIVERSITY   (United States)

^b UNIVERSITY OF SOUTHERN CALIFORNIA   (United States)

Author keywords

attribution; data use; English language learners; equity; sensemaking; students in special education

Indexed keywords

EID: 84941797031     PISSN: 00028312     EISSN: 19351011     Source Type: Journal    
DOI: 10.3102/0002831215599251     Document Type: Article

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