ABSTRACT This research tests a hypothesized model that links collaborative data-use professional development experiences and successful use of student data to aid instruction. A serial, regression-based mediation model is tested (from professional development to self-efficacy, to positive affect, to successful use of data). Survey data from over 200 K–12 educators from across the United States were collected; the sample reflected a purposeful quota based on age and gender. The hypothesized model was supported. In all, the analyses demonstrate the importance of collaborative learning in professional development experiences related to use of student data. Professional development providers can use this knowledge to design more effective experiences. Similarly, school leaders and teacher coaches can use this knowledge to guide educators to experiences that are likely to result in the development of data-use skills to aid in classroom instruction.

中文翻译：

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协作专业发展，自我效能感和积极影响在鼓励教育者数据使用以帮助学生学习中的作用

摘要本研究测试了一个假设模型，该模型将协作数据使用专业开发经验与学生数据的成功使用联系起来，以辅助教学。测试了一个基于回归的串行调解模型（从专业发展到自我效能，积极影响，成功使用数据）。收集了来自美国各地200多名K-12教育工作者的调查数据；该样本反映了基于年龄和性别的有目的配额。支持假设的模型。总之，这些分析表明了协作学习在与使用学生数据有关的专业发展经验中的重要性。专业开发提供者可以使用此知识来设计更有效的体验。相似地，