Collaboratively Learning How To Use Data: The Process of Knowledge Creation

Mireille Hubers; Cindy Louise Poortman; Kim Schildkamp; Adam Handelzalts; Jules M. Pieters

Collaboratively Learning How To Use Data: The Process of Knowledge Creation

Mireille Hubers, Cindy Louise Poortman, Kim Schildkamp, Adam Handelzalts, Jules M. Pieters

Research output: Contribution to conference › Paper

Abstract

Data-based decision making in education can lead to school improvement. However, teachers often do not use data effectively. In the Netherlands, school leaders and teachers work collaboratively in data teams to create knowledge about data use to improve their education. However, more insight into the process of knowledge creation is required to further support data use in schools. We studied this process using Nonaka and Takeuchi’s model of knowledge creation. For this qualitative micro-process case study we analyzed all meetings, log files and status reports of two data teams over a 2-year period. Results showed, for example, that over time, data teams reflected more often on their work. Furthermore, the content of the knowledge creation process changed, as the use of data was increasingly discussed. Furthermore, the knowledge creation processes differed between the two teams, for example in the frequency and depth with which they evaluated their data

Original language	English
Publication status	Published - 3 Jan 2015
Event	28th International Congress for School Effectiveness and Improvement 2015: Think globally, act locally, and educate all children to their full potential - Hilton Cincinnati Netherland Plaza, Cincinnati, United States Duration: 3 Jan 2015 → 6 Jan 2015 Conference number: 28 https://www.icsei.net/conference2015/

Conference

Conference	28th International Congress for School Effectiveness and Improvement 2015
Abbreviated title	ICSEI 2015
Country	United States
City	Cincinnati
Period	3/01/15 → 6/01/15
Internet address	https://www.icsei.net/conference2015/

Keywords

IR-97786
METIS-312349

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Hubers, M., Poortman, C. L., Schildkamp, K., Handelzalts, A., & Pieters, J. M. (2015). Collaboratively Learning How To Use Data: The Process of Knowledge Creation. Paper presented at 28th International Congress for School Effectiveness and Improvement 2015, Cincinnati, United States.

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abstract = "Data-based decision making in education can lead to school improvement. However, teachers often do not use data effectively. In the Netherlands, school leaders and teachers work collaboratively in data teams to create knowledge about data use to improve their education. However, more insight into the process of knowledge creation is required to further support data use in schools. We studied this process using Nonaka and Takeuchi’s model of knowledge creation. For this qualitative micro-process case study we analyzed all meetings, log files and status reports of two data teams over a 2-year period. Results showed, for example, that over time, data teams reflected more often on their work. Furthermore, the content of the knowledge creation process changed, as the use of data was increasingly discussed. Furthermore, the knowledge creation processes differed between the two teams, for example in the frequency and depth with which they evaluated their data",

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note = "28th International Congress for School Effectiveness and Improvement 2015 : Think globally, act locally, and educate all children to their full potential, ICSEI 2015 ; Conference date: 03-01-2015 Through 06-01-2015",

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T1 - Collaboratively Learning How To Use Data

T2 - The Process of Knowledge Creation

AU - Hubers, Mireille

AU - Poortman, Cindy Louise

AU - Schildkamp, Kim

AU - Handelzalts, Adam

AU - Pieters, Jules M.

PY - 2015/1/3

Y1 - 2015/1/3

N2 - Data-based decision making in education can lead to school improvement. However, teachers often do not use data effectively. In the Netherlands, school leaders and teachers work collaboratively in data teams to create knowledge about data use to improve their education. However, more insight into the process of knowledge creation is required to further support data use in schools. We studied this process using Nonaka and Takeuchi’s model of knowledge creation. For this qualitative micro-process case study we analyzed all meetings, log files and status reports of two data teams over a 2-year period. Results showed, for example, that over time, data teams reflected more often on their work. Furthermore, the content of the knowledge creation process changed, as the use of data was increasingly discussed. Furthermore, the knowledge creation processes differed between the two teams, for example in the frequency and depth with which they evaluated their data

AB - Data-based decision making in education can lead to school improvement. However, teachers often do not use data effectively. In the Netherlands, school leaders and teachers work collaboratively in data teams to create knowledge about data use to improve their education. However, more insight into the process of knowledge creation is required to further support data use in schools. We studied this process using Nonaka and Takeuchi’s model of knowledge creation. For this qualitative micro-process case study we analyzed all meetings, log files and status reports of two data teams over a 2-year period. Results showed, for example, that over time, data teams reflected more often on their work. Furthermore, the content of the knowledge creation process changed, as the use of data was increasingly discussed. Furthermore, the knowledge creation processes differed between the two teams, for example in the frequency and depth with which they evaluated their data

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KW - METIS-312349

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