Changes in Educational Leadership During A Data-Based Decision Making Intervention

Marieke van Geel; Trynke Keuning; Adrie Visscher; Jean-Paul Fox

doi:10.1080/15700763.2018.1475574

Changes in Educational Leadership During A Data-Based Decision Making Intervention

Marieke van Geel (Corresponding Author), Trynke Keuning, Adrie Visscher, Jean-Paul Fox

Research output: Contribution to journal › Article › Academic › peer-review

2 Citations (Scopus)

86 Downloads (Pure)

Abstract

School leaders are assumed to be important for the implementation of data-based decision making (DBDM), but little is known about changes in leadership during this implementation. Educational leadership was measured before, during, and after a two-year, school-wide DBDM intervention in 96 primary schools. Advanced analysis techniques were applied: educational leadership was classified based on multilevel latent class analysis, changes were modeled using multi-state modeling. Results indicate that leadership was stable (44%) or improved (40%) during DBDM implementation. Stability was primarily found for schools with initial high leadership for DBDM, whereas improvement was most likely in schools with lower initial leadership

Original language	English
Pages (from-to)	1-20
Number of pages	20
Journal	Leadership and policy in schools
Early online date	27 Jul 2018
DOIs	https://doi.org/10.1080/15700763.2018.1475574
Publication status	E-pub ahead of print/First online - 27 Jul 2018

Keywords

UT-Hybrid-D

Access to Document

10.1080/15700763.2018.1475574Licence: CC BY-NC-ND

VanGeel2018changesFinal published version, 2.11 MBLicence: CC BY-NC-ND

Fingerprint Dive into the research topics of 'Changes in Educational Leadership During A Data-Based Decision Making Intervention'. Together they form a unique fingerprint.

Cite this

@article{e79feef61f73415da3bdc19922d4f4ba,

title = "Changes in Educational Leadership During A Data-Based Decision Making Intervention",

abstract = "School leaders are assumed to be important for the implementation of data-based decision making (DBDM), but little is known about changes in leadership during this implementation. Educational leadership was measured before, during, and after a two-year, school-wide DBDM intervention in 96 primary schools. Advanced analysis techniques were applied: educational leadership was classified based on multilevel latent class analysis, changes were modeled using multi-state modeling. Results indicate that leadership was stable (44%) or improved (40%) during DBDM implementation. Stability was primarily found for schools with initial high leadership for DBDM, whereas improvement was most likely in schools with lower initial leadership",

keywords = "UT-Hybrid-D",

author = "{van Geel}, Marieke and Trynke Keuning and Adrie Visscher and Jean-Paul Fox",

note = "Taylor & Francis deal",

year = "2018",

month = jul,

day = "27",

doi = "10.1080/15700763.2018.1475574",

language = "English",

pages = "1--20",

journal = "Leadership and policy in schools",

issn = "1570-0763",

publisher = "Taylor & Francis",

}

TY - JOUR

T1 - Changes in Educational Leadership During A Data-Based Decision Making Intervention

AU - van Geel, Marieke

AU - Keuning, Trynke

AU - Visscher, Adrie

AU - Fox, Jean-Paul

N1 - Taylor & Francis deal

PY - 2018/7/27

Y1 - 2018/7/27

N2 - School leaders are assumed to be important for the implementation of data-based decision making (DBDM), but little is known about changes in leadership during this implementation. Educational leadership was measured before, during, and after a two-year, school-wide DBDM intervention in 96 primary schools. Advanced analysis techniques were applied: educational leadership was classified based on multilevel latent class analysis, changes were modeled using multi-state modeling. Results indicate that leadership was stable (44%) or improved (40%) during DBDM implementation. Stability was primarily found for schools with initial high leadership for DBDM, whereas improvement was most likely in schools with lower initial leadership

AB - School leaders are assumed to be important for the implementation of data-based decision making (DBDM), but little is known about changes in leadership during this implementation. Educational leadership was measured before, during, and after a two-year, school-wide DBDM intervention in 96 primary schools. Advanced analysis techniques were applied: educational leadership was classified based on multilevel latent class analysis, changes were modeled using multi-state modeling. Results indicate that leadership was stable (44%) or improved (40%) during DBDM implementation. Stability was primarily found for schools with initial high leadership for DBDM, whereas improvement was most likely in schools with lower initial leadership

KW - UT-Hybrid-D

U2 - 10.1080/15700763.2018.1475574

DO - 10.1080/15700763.2018.1475574

M3 - Article

SP - 1

EP - 20

JO - Leadership and policy in schools

JF - Leadership and policy in schools

SN - 1570-0763

ER -