Data-based decision making for instructional improvement in primary education

Gerrit Gelderblom, Kim Schildkamp, Julius Marie Pieters, Melanie Catharina Margaretha Ehren

Research output: Contribution to journalArticleAcademicpeer-review

9 Citations (Scopus)

Abstract

Data-based decision making can help teachers improve their instruction. Research shows that instruction has a strong impact on students' learning outcomes. This study investigates whether Dutch primary school teachers use data to improve their instruction. Four aspects of instruction were distinguished: purposeful teaching, adaptive instruction, feedback and learning time. Data were collected by means of a survey (n = 318) and through interviews with teachers (n = 18). The results show that although almost all teachers use data with the intention of improving their instruction, they skip important steps in the data use process. They do not make optimal use of all available data and fail to carry out all the relevant analyses. Teachers mainly use data when their own students have disappointing learning outcomes. They are, however, less interested in using data related to the functioning of the school as a whole
Original languageEnglish
Pages (from-to)1-14
JournalInternational journal of educational research
Volume80
DOIs
Publication statusPublished - 2016

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primary education
decision making
instruction
teacher
learning
primary school teacher
student
Teaching
interview
school

Keywords

  • IR-102975
  • METIS-320797

Cite this

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title = "Data-based decision making for instructional improvement in primary education",
abstract = "Data-based decision making can help teachers improve their instruction. Research shows that instruction has a strong impact on students' learning outcomes. This study investigates whether Dutch primary school teachers use data to improve their instruction. Four aspects of instruction were distinguished: purposeful teaching, adaptive instruction, feedback and learning time. Data were collected by means of a survey (n = 318) and through interviews with teachers (n = 18). The results show that although almost all teachers use data with the intention of improving their instruction, they skip important steps in the data use process. They do not make optimal use of all available data and fail to carry out all the relevant analyses. Teachers mainly use data when their own students have disappointing learning outcomes. They are, however, less interested in using data related to the functioning of the school as a whole",
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Data-based decision making for instructional improvement in primary education. / Gelderblom, Gerrit; Schildkamp, Kim; Pieters, Julius Marie; Ehren, Melanie Catharina Margaretha.

In: International journal of educational research, Vol. 80, 2016, p. 1-14.

Research output: Contribution to journalArticleAcademicpeer-review

TY - JOUR

T1 - Data-based decision making for instructional improvement in primary education

AU - Gelderblom, Gerrit

AU - Schildkamp, Kim

AU - Pieters, Julius Marie

AU - Ehren, Melanie Catharina Margaretha

PY - 2016

Y1 - 2016

N2 - Data-based decision making can help teachers improve their instruction. Research shows that instruction has a strong impact on students' learning outcomes. This study investigates whether Dutch primary school teachers use data to improve their instruction. Four aspects of instruction were distinguished: purposeful teaching, adaptive instruction, feedback and learning time. Data were collected by means of a survey (n = 318) and through interviews with teachers (n = 18). The results show that although almost all teachers use data with the intention of improving their instruction, they skip important steps in the data use process. They do not make optimal use of all available data and fail to carry out all the relevant analyses. Teachers mainly use data when their own students have disappointing learning outcomes. They are, however, less interested in using data related to the functioning of the school as a whole

AB - Data-based decision making can help teachers improve their instruction. Research shows that instruction has a strong impact on students' learning outcomes. This study investigates whether Dutch primary school teachers use data to improve their instruction. Four aspects of instruction were distinguished: purposeful teaching, adaptive instruction, feedback and learning time. Data were collected by means of a survey (n = 318) and through interviews with teachers (n = 18). The results show that although almost all teachers use data with the intention of improving their instruction, they skip important steps in the data use process. They do not make optimal use of all available data and fail to carry out all the relevant analyses. Teachers mainly use data when their own students have disappointing learning outcomes. They are, however, less interested in using data related to the functioning of the school as a whole

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