Data Display Preference, Acceptability, and Accuracy Among Urban Head Start Teachers

Abstract

The ability to collect, organize graphically, understand, interpret, and use data to make decisions is becoming more central to the role of early childhood practitioners. One consideration in practitioner use of data is the acceptability of the method of data display. The purpose of this study was to explore Head Start teachers’ preference for and acceptability of four methods of data display. In addition, the authors examined teacher accuracy in using various methods of data display and the relation between acceptability and accuracy. Finally, the authors included teacher educational level to examine its relationship to preference, acceptability, and accuracy. In general, results from the sample of teachers ( N = 172) indicate that they had distinct preferences for specific types of data display and that acceptability varied for different methods of display. Furthermore, accuracy of use varied by method of data display, but acceptability did not appear to influence accuracy. Teacher educational level was not statistically related to teacher preference, acceptability, or accuracy. The authors discuss results in the context of the increasing use of graphic displays in early childhood contexts and associated practical implications.