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

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

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

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

Research output: Contribution to conference › Paper › peer-review

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Abstract

Data-based decision making in education has become increasingly important. In the Netherlands, school leaders and teachers work together in data teams to collaboratively create knowledge on 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 used Nonaka and Takeuchi’s model of knowledge creation to study this. All (21 and 24) meetings of two data teams were transcribed, coded and analyzed in this qualitative micro-process case study. Results showed, for example, that over time, both data teams reflected more often on their work and increasingly discussed the use of data. Differences existed as one team evaluated the quality of their data more often and thoroughly.

Original language	English
Publication status	Published - 16 Apr 2015
Event	AERA Annual Meeting 2015: Toward Justice: Culture, Language, and Heritage in Education Research and Praxis - Chicago, United States Duration: 16 Apr 2015 → 20 Apr 2015

Conference

Conference	AERA Annual Meeting 2015
Abbreviated title	AERA 2015
Country/Territory	United States
City	Chicago
Period	16/04/15 → 20/04/15

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Collaboratively Learning How To Use Data: The Process of Knowledge Creation
Hubers, M., Poortman, C. L., Schildkamp, K., Handelzalts, A. & Pieters, J. M., 3 Jan 2015.
Research output: Contribution to conference › Paper › peer-review

Cite this

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title = "Collaboratively Learning How To Use Data: The Process of Knowledge Creation",

abstract = "Data-based decision making in education has become increasingly important. In the Netherlands, school leaders and teachers work together in data teams to collaboratively create knowledge on 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 used Nonaka and Takeuchi{\textquoteright}s model of knowledge creation to study this. All (21 and 24) meetings of two data teams were transcribed, coded and analyzed in this qualitative micro-process case study. Results showed, for example, that over time, both data teams reflected more often on their work and increasingly discussed the use of data. Differences existed as one team evaluated the quality of their data more often and thoroughly.",

author = "Mireille Hubers and Poortman, \{Cindy Louise\} and Adam Handelzalts and Kim Schildkamp and Pieters, \{Jules M.\}",

year = "2015",

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T1 - Collaboratively Learning How To Use Data

T2 - AERA Annual Meeting 2015

AU - Hubers, Mireille

AU - Poortman, Cindy Louise

AU - Handelzalts, Adam

AU - Schildkamp, Kim

AU - Pieters, Jules M.

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N2 - Data-based decision making in education has become increasingly important. In the Netherlands, school leaders and teachers work together in data teams to collaboratively create knowledge on 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 used Nonaka and Takeuchi’s model of knowledge creation to study this. All (21 and 24) meetings of two data teams were transcribed, coded and analyzed in this qualitative micro-process case study. Results showed, for example, that over time, both data teams reflected more often on their work and increasingly discussed the use of data. Differences existed as one team evaluated the quality of their data more often and thoroughly.

AB - Data-based decision making in education has become increasingly important. In the Netherlands, school leaders and teachers work together in data teams to collaboratively create knowledge on 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 used Nonaka and Takeuchi’s model of knowledge creation to study this. All (21 and 24) meetings of two data teams were transcribed, coded and analyzed in this qualitative micro-process case study. Results showed, for example, that over time, both data teams reflected more often on their work and increasingly discussed the use of data. Differences existed as one team evaluated the quality of their data more often and thoroughly.

M3 - Paper

Y2 - 16 April 2015 through 20 April 2015

ER -

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

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

Cite this