Relevant bibliographies by topics / Teacher Dashboards

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Teacher Dashboards'

Author: Grafiati
Published: 4 June 2021
Last updated: 7 February 2022

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Journal articles on the topic "Teacher Dashboards"

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van Leeuwen, Anouschka, Carolien A. N. Knoop-van Campen, Inge Molenaar, and Nikol Rummel. "How Teacher Characteristics Relate to How Teachers Use Dashboards: Results From Two Case Studies in K-12." Journal of Learning Analytics 8, no. 2 (September 3, 2021): 6–21. http://dx.doi.org/10.18608/jla.2021.7325.

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Teacher dashboards are a specific form of analytics in which visual displays provide teachers with information about their students; for example, concerning student progress and performance on tasks during lessons or lectures. In the present paper, we focus on the role of teacher dashboards in the context of teacher decision-making in K–12 education. There is large variation in teacher dashboard use in the classroom, which could be explained by teacher characteristics. Therefore, we investigate the role of teacher characteristics — such as experience, age, gender, and self-efficacy — in how teachers use dashboards. More specifically, we present two case studies to understand how diversity in teacher dashboard use is related to teacher characteristics. Surprisingly, in both case studies, teacher characteristics were not associated with dashboard use. Based on our findings, we propose an initial framework to understand what contributes to diversity of dashboard use. This framework might support future research to attribute diversity in dashboard use. This paper should be seen as a first step in examining the role of teacher characteristics in dashboard use in K–12 education.
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Dickler, Rachel, Janice Gobert, and Michael Sao Pedro. "Using Innovative Methods to Explore the Potential of an Alerting Dashboard for Science Inquiry." Journal of Learning Analytics 8, no. 2 (September 3, 2021): 105–22. http://dx.doi.org/10.18608/jla.2021.7153.

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Educational technologies, such as teacher dashboards, are being developed to support teachers’ instruction and students’ learning. Specifically, dashboards support teachers in providing the just-in-time instruction needed by students in complex contexts such as science inquiry. In this study, we used the Inq-Blotter teacher-alerting dashboard to investigate whether teacher support elicited by the technology influenced students’ inquiry performance in a science intelligent tutoring system, Inq-ITS. Results indicated that students’ inquiry improved after receiving teachers’ help, elicited by the Inq-Blotter alerts. This inquiry improvement was significantly greater than for matched students who did not receive help from the teacher in response to alerts. Epistemic network analyses were then used to investigate the patterns in the discursive supports provided to students by teachers. These analyses revealed significant differences in the types of support that fostered (versus did not foster) student improvement; differences across teachers were also found. Overall, this study used innovative tools and analyses to understand how teachers use this technological genre of alerting dashboards to dynamically support students in science inquiry.
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van Leeuwen, Anouschka, Nikol Rummel, and Tamara van Gog. "What information should CSCL teacher dashboards provide to help teachers interpret CSCL situations?" International Journal of Computer-Supported Collaborative Learning 14, no. 3 (May 24, 2019): 261–89. http://dx.doi.org/10.1007/s11412-019-09299-x.

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Keuning, Trynke, and Marieke van Geel. "Differentiated Teaching With Adaptive Learning Systems and Teacher Dashboards: The Teacher Still Matters Most." IEEE Transactions on Learning Technologies 14, no. 2 (April 1, 2021): 201–10. http://dx.doi.org/10.1109/tlt.2021.3072143.

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Vázquez-Ingelmo, Andrea, Francisco José García-Peñalvo, Roberto Therón, and Miguel Ángel Conde. "Representing Data Visualization Goals and Tasks through Meta-Modeling to Tailor Information Dashboards." Applied Sciences 10, no. 7 (March 27, 2020): 2306. http://dx.doi.org/10.3390/app10072306.

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Information dashboards are everywhere. They support knowledge discovery in a huge variety of contexts and domains. Although powerful, these tools can be complex, not only for the end-users but also for developers and designers. Information dashboards encode complex datasets into different visual marks to ease knowledge discovery. Choosing a wrong design could compromise the entire dashboard’s effectiveness, selecting the appropriate encoding or configuration for each potential context, user, or data domain is a crucial task. For these reasons, there is a necessity to automatize the recommendation of visualizations and dashboard configurations to deliver tools adapted to their context. Recommendations can be based on different aspects, such as user characteristics, the data domain, or the goals and tasks that will be achieved or carried out through the visualizations. This work presents a dashboard meta-model that abstracts all these factors and the integration of a visualization task taxonomy to account for the different actions that can be performed with information dashboards. This meta-model has been used to design a domain specific language to specify dashboards requirements in a structured way. The ultimate goal is to obtain a dashboard generation pipeline to deliver dashboards adapted to any context, such as the educational context, in which a lot of data are generated, and there are several actors involved (students, teachers, managers, etc.) that would want to reach different insights regarding their learning performance or learning methodologies.
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McCoy, Chase, and Patrick Shih. "Teachers as Producers of Data Analytics: A Case Study of a Teacher-Focused Educational Data Science Program." Journal of Learning Analytics 3, no. 3 (December 19, 2016): 193–214. http://dx.doi.org/10.18608/jla.2016.33.10.

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Educational data science (EDS) is an emerging, interdisciplinary research domain that seeks to improve educational assessment, teaching, and student learning through data analytics. Teachers have been portrayed in the EDS literature as users of pre-constructed data dashboards in educational technologies, with little consideration given to them as active producers of data analytics. This article presents the case study results of an EDS program at a large university in Midwestern U.S.A. in which faculty and instructors were provided with access to institutional data and data analytics technologies in order to explore questions related to their classroom and departmental environments. Semi-structured interviews of program participants were conducted to examine the participants’ experiences as practitioner researchers in EDS. The analysis showed that participants were motivated to participate to improve their learning and educational environments through data analytics, as opposed to developing a research agenda in EDS; that participants experienced a range of barriers related to data literacy; and that participant community support in addition to administrative support are vital to teacher-focused EDS programs. This study adds to a small but growing body of research in EDS and practitioner research that considers teachers as producers and not just consumers of data analytics.
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Tissenbaum, Mike, and Jim Slotta. "Supporting classroom orchestration with real-time feedback: A role for teacher dashboards and real-time agents." International Journal of Computer-Supported Collaborative Learning 14, no. 3 (September 2019): 325–51. http://dx.doi.org/10.1007/s11412-019-09306-1.

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Michaeli, Shiran, Dror Kroparo, and Arnon Hershkovitz. "Teachers’ Use of Education Dashboards and Professional Growth." International Review of Research in Open and Distributed Learning 21, no. 4 (July 23, 2020): 61–78. http://dx.doi.org/10.19173/irrodl.v21i4.4663.

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Education dashboards are a means to present various stakeholders with information about learners, most commonly regarding the learners’ activity in online learning environments. Typically, an education dashboard for teachers will include some type of visual aids that encourage teachers to reflect upon learner behavior patterns and to act in accordance to it. In practice, this tool can assist teachers to make data-driven decisions, thus supporting their professional growth, however, so far, the use of education dashboards by teachers has been greatly understudied. In this research we report on two studies related to the associations between the use of education dashboards by elementary school teachers and the teachers’ professional growth. We used the framework defined by the International Society for Technology in Education’s (ISTE) Standards for Educators. In the first study, we took a quantitative approach (N=52 teachers), using an online self-report questionnaire, and found that the use of dashboards is positively associated with professional growth in the dimensions of facilitator, analyst, designer, and citizen. In the second study, we took a qualitative approach (N=9 teachers), using semi-structured interviews, to shed light on the mechanisms through which teachers benefit from the use of education dashboards.
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Charleer, Sven, Joris Klerkx, and Erik Duval. "Learning Dashboards." Journal of Learning Analytics 1, no. 3 (December 2, 2014): 199–202. http://dx.doi.org/10.18608/jla.2014.13.22.

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My work explores how information visualisation techniques can be applied to Learning Analytics data to help teachers and students deal with the abundance of learner traces. I also investigate how the affordances of large interactive surfaces can facilitate a collaborative sense-making environment for multiple students and teachers to explore these learner traces together.
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Knight, David B., Cory Brozina, and Brian Novoselich. "An Investigation of First-Year Engineering Student and Instructor Perspectives of Learning Analytics Approaches." Journal of Learning Analytics 3, no. 3 (December 19, 2016): 215–38. http://dx.doi.org/10.18608/jla.2016.33.11.

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This paper investigates how first-year engineering undergraduates and their instructors describe the potential for learning analytics approaches to contribute to students’ success. Results of qualitative data collection in a first-year engineering course indicated that both students and instructors emphasized a preference for learning analytics systems to focus on aggregate as opposed to individual data. Another consistent theme across students and instructors was an interest in bringing data related to time (e.g., how time is spent outside of class) into learning analytics products. Students’ and instructors’ viewpoints diverged in the “level” at which they would find a learning analytics dashboard useful—instructors remained focused on a specific class, but students drove the conversation to a much broader scope at the major or university level but in a discipline-specific manner. Such practices that select relevant data and develop models with learners and teachers instead of for learners and teachers should better inform development of and, ultimately, sustainable use of learning analytics-based models and dashboards.
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Dissertations / Theses on the topic "Teacher Dashboards"

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Okumko, Candace B. "Improving the efficacy of teacher-facing analytics dashboards for game-based assessment and beyond." Thesis, Massachusetts Institute of Technology, 2021. https://hdl.handle.net/1721.1/130702.

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Thesis: M. Eng., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, February, 2021
Cataloged from the official PDF of thesis.
Includes bibliographical references (pages 91-93).
Since the early 2000s, more academic instruction has been moved to take place online, which has caused a growing demand for dashboards--websites that educators can access to monitor and understand their student's performance. However, there is a glaring lack of research dedicated to creating design principles that effectively meet instructor needs. In this work, I contribute to this field of study by utilizing feedback from teachers to build and evaluate a dashboard prototype for Shadowspect, a game-based geometry assessment, and construct an accompanying set of design recommendations. I conducted a small user study with a local high-school mathematics teacher to assess the potential of the prototype. From this evaluation, I found preliminary evidence that suggests that the design principles that guided the development of the prototype, which emphasized actionability and transparency, were successful in addressing long-existing problems in current dashboards.
by Candace B. Okumko.
M. Eng.
M.Eng. Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science
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Menon, Neeraj. "Improving User Interface and User Experience of MathSpring Intelligent Tutoring System for Teachers." Digital WPI, 2018. https://digitalcommons.wpi.edu/etd-theses/1221.

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Common goals of Educational Data Mining are to model both student knowledge as well as student affect. While research continues along these lines of gathering data and building models of students' changing knowledge and affect states, little is being done to transform this collected (raw) data into meaningful entities that are more relatable to teachers, parents and other stakeholders, i.e. people who are not researchers. This research has entailed the iterative design and development of Teacher Tools, created with input from teachers and other experts. Teacher Tools is a web application designed as part of the MathSpring.org Intelligent Tutoring system --the component that teachers interact with, to set up classes as well as analyze resulting data from their students. In our study, we redesigned the existing version of MathSpring's Teacher Tools in three iterations, based on feedback gathered during each of those phases. The feedback captured from the first iteration clearly suggested for multiple design level changes with respect to math content organization, the interface, and the complexity level of the existing performance reports. Responses to Prototype I during the second iteration, designed on the basis of responses from the first iteration, were met by teachers with mixed to positive responses regarding usability and understandability. Experts at this point suggested further areas of improvement from a usability standpoint, which resulted in Prototype II of the Teacher Tools. Prototype II was then subjected to a third and final improvement iteration; this one was well received by a new set of 10 math teachers and other experts, who thought that Prototype II was very useful to them, in general. Teachers were able to appreciate the use they could give to these Teacher Tools to understand their students better, as well as guide future action plans that would alter their teaching based on information about their students' behavior, performance and affect of their students. In summary, we have created a software product for teachers that supplements the MathSpring tutoring system, which summarizes rich information from data logs into visualizations and other representations. These Teacher Tools have proved useful to teachers in Middle Schools in Massachusetts, who claim they are ready to use this information to change their teaching plans.
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Luo, Xinyan. "Supporting K-12 Teachers’ Decision Making through Interactive Visualizations : A case study to improve the usability of a real-time analytic dashboard." Thesis, KTH, Skolan för elektroteknik och datavetenskap (EECS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-289216.

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Recent research have been focusing on supporting teachers in the classroom. Such support has been shown to benefit from the development and employment of teacher-facing analytic dashboards to help them to make fast and effective decisions in regard to the in-class student learning activities. The evolving interest in this field has facilitated the emergence of the Teaching Analytics area of practice and research. However, current research efforts have indicated that the use of such dashboards usually adds another layer to the already dynamic and complex situation for teachers, which can divert their attention and can often be experienced as a disturbing factor in the class. Therefore, it is highly important to examine how such teacher-facing dashboards can be improved from the user experience perspective, in a way that would allow teachers to grasp student learning activities easily and with good perceived usability. The aim of this study is to understand how we can better design teacher-facing dashboards to more adequately support K-12 teachers in their decisions that would provide relevant in-time and student support. The study applies Nielsen's three-round iterative design approach to understand the existing usability problems and further develop the dashboard, originally designed by the company. In order to investigate users’ perceived attitude towards the redesigned dashboard, the final prototype has been evaluated through a Technology Acceptance Model questionnaire and semi-structured interviews with nine participants. As a result, the redesigned teacher-faced dashboard was proven to have a high potential to support teachers’ decisions. The efficiency of the Technology Acceptance Model was verified and put into general context on how tools for teachers should be designed for the usage in the classroom. Additionally, some major challenges for teachers with using external tools during class were discovered and are discussed in the context of a newly designed dashboard.
Befintlig forskning stödjer lärare i klassrummet genom att utveckla analytiska visualiseringsverktyg (a.k.a. dashboards) som lärare kan använda för att fatta snabba och effektiva beslut med avseende på elevernas läraktiviteter. Det växande intresset för detta område har lett till framväxten av Teaching Analytics-fältet inom praktik och forskning. Forskning har dock visat att användandet av dessa verktyg vanligtvis lägger till ytterligare ett lager till den redan dynamiska och komplexa situationen för lärare, vilket kan avleda deras uppmärksamhet och ofta fungera som en störande faktor i klassrummet. Därför är det mycket viktigt att undersöka hur sådana visualiseringsverktyg för lärare kan förbättras ur användarperspektiv, på ett sätt som skulle göra det möjligt för lärare att förstå elevernas läraktiviteter enkelt och med god upplevd användbarhet. Syftet med denna studie är att förbättra användargränssnittet för ett befintligt, så att det på ett mer adekvat sätt kan stödja lärare i sina beslut och erbjuda relevant stöd till eleverna. Studien tillämpar Nielsens tre-rundors iterativa designmetod för att förstå de befintliga användbarhetsproblemen och vidareutveckla en existerande dashboard, ursprungligen utvecklad av företaget. För att undersöka användarnas inställning till det omdesignade verktyget har den slutliga prototypen utvärderats genom ett frågeformulär och semistrukturerade intervjuer med nio deltagare. Resultat visar att det omdesignade de verktyget har en stor potential för att stödja lärarnas beslut i klassrummet. Effektiviteten för Teknik Acceptant Modellen (TAM) verifieras och sattes i allmän kontext för hur olika verktyg för lärare bör utformas för användning i klassrummet. Dessutom diskuteras lärarnas stora utmaningar med att använda externa verktyg under lektioner i samband med ny verktyget.
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Ez, zaouia Mohamed. "Factors for dashboards design and use to inform teachers' practices in situ." Thesis, Lyon, 2020. http://www.theses.fr/2020LYSE3030.

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Les tableaux de bord ont un grand potentiel pour informer le travail, les décisions et les pratiques en éducation. Nous étudions la conception et l'utilisation des tableaux de bord pour informer les pratiques des enseignants lorsqu'ils aident les apprenants à utiliser les plates-formes d'apprentissage en ligne. Nous examinons spécifiquement ce que les enseignants "font" réellement avec ces technologies dans leur travail quotidien et à long terme. Nous soutenons que cette recherche a des ramifications sociales, pédagogiques et techniques. Pour comprendre les facteurs sociaux, nous avons besoin d'une enquête critique sur les pratiques pédagogiques et les défis techniques sous-tendus par les tableaux de bord des enseignants. D'autre part, pour concevoir de telles technologies, nous avons besoin de comprendre et considérer profondément les interactions sociales des utilisateurs.Nous avons étudié les tableaux de bord dans le contexte d'apprentissage de langues par vidéoconférence. Les enseignants sont confrontés à un défi majeur : le manque de conscience émotionnelle envers les apprenants en ligne en raison des interactions distantes et médiées par la technologie. Nous avons mené une étude de cas examinant une approche multimodale à la sensibilisation émotionnelle. Nous avons démontré cette approche en utilisant des flux audio et vidéo pour inférer des émotions, des émotions auto-rapportées par les apprenants, et les traces d'interaction contextuelle des enseignants/apprenants sur la plateforme. Nous avons analysé les données émotionnelles, audio et vidéo. Nous avons proposé une approche permettant de combiner les modèles d'émotions discrètes et dimensionnelles. La résultats soulignent la pertinence d'informations multimodales et contextuelles.Ensuite, sur la base de notre première étude, nous avons adopté un processus de conception itératif. Nous avons interviewé cinq enseignants et collaboré avec un responsable pédagogique, un chercheur en langues et deux enseignants. Nous avons mené deux évaluations formelles aboutissant à la conception d'Emodash. Nous avons mené une étude de terrain de deux mois avec cinq paires d'enseignants-apprenants, afin d'examiner comment Emodash sensibilise les enseignants aux émotions des apprenants en ligne et comment cela impact leurs bilans pédagogiques écrits aux apprenants. Les enseignants ont écrit des bilans significativement plus affectifs et formatifs, et moins sommatifs, ce qui suggère une grande prise de conscience des émotions des apprenants. De plus, les enseignants ont approprié Emodash comme un moyen d'évaluation et de réflexion sur leurs pratiques.Après, nous avons étudié les tableaux de bord dans le contexte d'apprentissage mixte : en ligne et en classe. Les enseignants sont confrontés à un défi majeur : le manque d'informations précises pour intervenir auprès des apprenants. Nous avons conçu Progdash sur la base d'entretiens avec sept enseignants et l'avons affiné grâce à un prototypage collaboratif. Nous avons intégré Progdash dans une plateforme d'apprentissage du français en ligne. Nous avons mené une étude de terrain de trois mois avec 29 enseignants pour examiner si Progdash fournit des indicateurs utiles aux enseignants, et comment il impact leurs pratiques. Les enseignants ont trouvé que Progdash facilitait : le suivi, les évaluations, la planification, le partage d'informations, le feedback et leçons. Enfin, nous avons mené une enquête réflexive en nous appuyant sur les résultats d'Emodash et de Progdash. Nous avons articulé les facteurs sociaux - suivi, sensibilisation et réflexion, les pratiques pédagogiques - planification, feedback et accompagnement, et les défis techniques qui interagissent avec la conception et l'utilisation des tableaux de bord des enseignants. Ces dimensions servent de cadre conceptuel pour les technologies de l'information et de macro-implications pour des tableaux de bord adaptés aux besoins et situations des enseignants et des apprenants
Dashboards have great potential in informing teachers' and learners' work, decisions, and practices. In this dissertation, we study the design and use of dashboards to inform teachers' practices when assisting learners in using online learning platforms. We specifically examine what teachers actually "do" with dashboards in their everyday work and in the long run. We argue that this research draws social, pedagogical, and technical ramifications. To understand the social factors, we need a critical inquiry into the pedagogical practices and the technical challenges underpinned by teachers' dashboards. On the other hand, to properly design such technologies, we need a profound understanding and consideration of the social interactions of users.First, we studied dashboards in the context of video-conferencing language learning. Teachers face one main challenge: lack of emotional awareness in online learning due to distant and technology-mediated interactions. We conducted a case study examining a multimodal approach of learners' emotions awareness. We demonstrated this approach by using audio and video streams when inferring emotions along with learners' self-reported emotions and teachers' and learners' contextual interaction traces on the platform. We analyzed emotional cues from the two modalities, audio, and video. We proposed an approach for combining discrete and dimensional emotion. The results highlighted the pertinence of rendering multimodal and contextual emotional awareness information for teachers in such settings.Second, building on our first study, we adopted an iterative design process in which we interviewed five teachers and collaborated with a pedagogical manager, a language researcher, and two teachers. We conducted two formal formative evaluations leading to the design of Emodash. We conducted a two-month field study with five teacher-learner pairs, to examine how Emodash supports teachers' awareness of learners' emotions online and how it impacts their feedback reports written to learners. The results showed that Emodash led teachers to write significantly more affective and formative feedback, and less summative feedback, suggesting a stronger awareness of learners' emotions. Also, the dashboard led teachers to reflect on the way they conduct lessons, using learners' emotions as a proxy to evaluate their conduct of teaching.Third, we studied dashboards in the context of remote and blended learning. Teachers face one main challenge: lack of actionable insights to engage in informed interventions. We designed Progdash based on interviews with seven teachers and refined it through collaborative prototyping. We integrated Progdash into an online French vocabulary, grammar, spelling learning platform. We conducted a three-month field study with 29 teachers to evaluate whether Progdash provides useful indicators to teachers about learners' progression, and how it informs teachers' practices to engage in informed interventions. The results showed that teachers found Progdash actionable to inform: monitoring, assessments, planning, information sharing, feedback, and lesson provision. Based on our findings, we discussed implications aimed at improving dashboards to bridge online and in-class learning as well as to foster teachers' and learners' dialog and reflection.Finally, we took a reflexive inquiry building upon the results of the studies of Emodash and Progdash. We articulated the social factors —monitoring, awareness, and reflection, the pedagogical practices —planning, feedback, and coaching, as well as the technical challenges interacting with the design and use of teachers' dashboards. We discussed practical assumptions for each dimension to inform the design and use of teachers' dashboards. Together, these dimensions serve as a wider conceptual umbrella for the design of information-driven technologies and macro-implications for dashboards fitting teachers' and learners' everyday situations
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Rezende, Roberto Flavio. "Modelo de criação de Dashboards para apoio à avaliação de estudantes em ambiente de ensino a distância." Master's thesis, 2020. http://hdl.handle.net/10400.2/9870.

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O ensino a distância é uma realidade há muitas décadas e nos últimos anos temos visto surgir, devido à popularização e maturidade da Internet, diversos cursos de graduação e pós-graduação em regime de ensino a distância online. Porém, nesta modalidade, temos de nos atentar que os perfis, tanto do professor quanto do estudante, normalmente, são diferentes do ensino presencial, onde há a interação “cara a cara” entre as partes. Deste modo, a falta de contacto direto faz com que o professor perca a perceção direta de como está o andamento de sua disciplina, necessitando, comumente, navegar por diversas ferramentas e relatórios para construir esta visão. Neste trabalho será apresentado o projeto de pesquisa onde será proposto um modelo visual para a criação de dashboards educacionais destinados às disciplinas baseadas em educação a distância online, fundamentado em um levantamento das métricas importantes para os professores, para a exibição de informações que permitam ao professor o acompanhamento, de forma visual e simplificada, de seus estudantes ao longo do curso.
Distance learning has been a reality for many decades, and in recent years we have seen it emerge, due to the popularization and maturity of the Internet, various undergraduate and postgraduate courses online. However, in this modality, we must be aware that the profiles of both teacher and student are usually different from classroom teaching, where there is “face to face” interaction between the parties. Thus, the lack of direct contact causes the teacher to lose direct perception of the progress of his / her course, usually needing to navigate through various tools and reports to get this view. This work will present the research project of a visual model for the creation of educational dashboards for distance education-based subjects, based on a survey of the essential metrics for teachers, for the display of information that allows the teacher to monitor their students, in a visual and simplified way, throughout the course.
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"A teacher's dashboard: Monitoring students in Tablet PC classroom settings." UNIVERSITY OF ILLINOIS AT URBANA-CHAMPAIGN, 2009. http://pqdtopen.proquest.com/#viewpdf?dispub=3347576.

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Books on the topic "Teacher Dashboards"

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Graphic's. Teacher's Logbook: Dashboard Notebook - Planner - Organizer - 100 Pages. Independently Published, 2019.

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Nine Professional Conversations to Change Our Schools: A Dashboard of Options. Corwin, 2018.

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Graphic's. Teacher's Logbook: 100 Pages for Your Organisation - Planner - Dashboard Notebook - Write in - Classroom - Courses. Independently Published, 2019.

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Book chapters on the topic "Teacher Dashboards"

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Molenaar, Inge, and Carolien Knoop-van Campen. "Teacher Dashboards in Practice: Usage and Impact." In Data Driven Approaches in Digital Education, 125–38. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-66610-5_10.

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Mottus, Alex, Kinshuk, Sabine Graf, and Nian-Shing Chen. "Use of Dashboards and Visualization Techniques to Support Teacher Decision Making." In Ubiquitous Learning Environments and Technologies, 181–99. Berlin, Heidelberg: Springer Berlin Heidelberg, 2014. http://dx.doi.org/10.1007/978-3-662-44659-1_10.

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Gupta, Ankit, Neeraj Menon, William Lee, William Rebelsky, Danielle Allesio, Tom Murray, Beverly Woolf, Jacob Whitehill, and Ivon Arroyo. "Affective Teacher Tools: Affective Class Report Card and Dashboard." In Lecture Notes in Computer Science, 178–89. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-78292-4_15.

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Tenório, Kamilla, Bruno Lemos, Pedro Nascimento, Rodrigo Santos, Alexandre Machado, Diego Dermeval, Ranilson Paiva, and Seiji Isotani. "Learning and Gamification Dashboards: A Mixed-Method Study with Teachers." In Intelligent Tutoring Systems, 406–17. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80421-3_45.

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Raclet, Jean-Baptiste, and Franck Silvestre. "Git4School: A Dashboard for Supporting Teacher Interventions in Software Engineering Courses." In Addressing Global Challenges and Quality Education, 392–97. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-57717-9_33.

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Dickler, Rachel, Amy Adair, Janice Gobert, Huma Hussain-Abidi, Joe Olsen, Mariel O’Brien, and Michael Sao Pedro. "Examining the Use of a Teacher Alerting Dashboard During Remote Learning." In Lecture Notes in Computer Science, 134–38. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-78270-2_24.

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Isaias, Pedro, and Adriana Backx Noronha Viana. "On the Design of a Teachers’ Dashboard: Requirements and Insights." In Lecture Notes in Computer Science, 255–69. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-50513-4_19.

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Dickler, Rachel. "An Intelligent Tutoring System and Teacher Dashboard to Support Mathematizing During Science Inquiry." In Lecture Notes in Computer Science, 332–38. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-23207-8_61.

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Xhakaj, Françeska, Vincent Aleven, and Bruce M. McLaren. "Effects of a Teacher Dashboard for an Intelligent Tutoring System on Teacher Knowledge, Lesson Planning, Lessons and Student Learning." In Data Driven Approaches in Digital Education, 315–29. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-66610-5_23.

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Nikolayeva, Iryna, Bruno Martin, Amel Yessad, Françoise Chenevotot, Julia Pilet, Dominique Prévit, Brigitte Grugeon-Allys, and Vanda Luengo. "How to Help Teachers Adapt to Learners? Teachers’ Perspective on a Competency and Error-Type Centered Dashboard." In Lifelong Technology-Enhanced Learning, 596–99. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-98572-5_53.

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Conference papers on the topic "Teacher Dashboards"

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Hernandez, Sebastian, Nelson Baloian, Jose A. Pino, and Xiaojun Yuan. "A Teacher Dashboard for Real-Time Intervention." In 2018 IEEE 4th International Conference on Collaboration and Internet Computing (CIC). IEEE, 2018. http://dx.doi.org/10.1109/cic.2018.00039.

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Besbes, Riadh, and Seifeddine Besbes. "Cognitive Dashboard for Teachers Professional Development." In Qatar Foundation Annual Research Conference Proceedings. Hamad bin Khalifa University Press (HBKU Press), 2016. http://dx.doi.org/10.5339/qfarc.2016.ictpp2984.

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van Leeuwen, Anouschka, and Nikol Rummel. "Comparing teachers' use of mirroring and advising dashboards." In LAK '20: 10th International Conference on Learning Analytics and Knowledge. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3375462.3375471.

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Riedel, Jana, Claudia Ruhland, Sandra Schufmann, and Julia Zawidzki. "LEARNING ANALYTICS DASHBOARDS - EXPECTATIONS OF TEACHERS AND LEARNERS." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.1508.

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Safsouf, Yassine, Khalifa Mansouri, and Franck Poirier. "Experimental Design of Learning Analysis Dashboards for Teachers and Learners." In L@S '21: Eighth (2021) ACM Conference on Learning @ Scale. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3430895.3460990.

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Pozdniakov, Stanislav, Roberto Martinez-Maldonado, Shaveen Singh, Peter Chen, Dan Richardson, Tom Bartindale, Patrick Olivier, and Dragan Gasevic. "Question-driven Learning Analytics: Designing a Teacher Dashboard for Online Breakout Rooms." In 2021 International Conference on Advanced Learning Technologies (ICALT). IEEE, 2021. http://dx.doi.org/10.1109/icalt52272.2021.00060.

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Dourado, Raphael A., Rodrigo Lins Rodrigues, Nivan Ferreira, Rafael Ferreira Mello, Alex Sandro Gomes, and Katrien Verbert. "A Teacher-facing Learning Analytics Dashboard for Process-oriented Feedback in Online Learning." In LAK21: 11th International Learning Analytics and Knowledge Conference. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3448139.3448187.

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Pantazos, Kostas, and Ravi Vatrapu. "Enhancing the Professional Vision of Teachers: A Physiological Study of Teaching Analytics Dashboards of Students' Repertory Grid Exercises in Business Education." In 2016 49th Hawaii International Conference on System Sciences (HICSS). IEEE, 2016. http://dx.doi.org/10.1109/hicss.2016.14.

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You might also be interested in the extended bibliographies on the topic 'Teacher Dashboards' for particular source types:
Journal articles
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