Data-informed curriculum reform: Which data, what purposes, and promoting and hindering factors

Kim Schildkamp, Wilmad Kuiper

Research output: Contribution to journalArticleAcademic

151 Citations (Scopus)
173 Downloads (Pure)

Abstract

Schools face a lot of data on the functioning of their school which they can use to make improvements in teaching, learning and the organization. For data use to lead to improvement, it is important to further research the concept data-driven decision making. The results of this explorative study in the Netherlands show that teachers mainly use classroom level data for making instructional decisions at classroom level, and school leaders mainly use school level data for policy development decisions. This article ends with suggestions with regard to enhancing the effectiveness of data-driven decision making, for example by stressing the importance of developing teachers' competence in the use of data.
Original languageUndefined
Pages (from-to)482-496
JournalTeaching and teacher education
Volume26
Issue number3
DOIs
Publication statusPublished - 2010

Keywords

  • Curriculum development
  • Decision Making
  • IR-70599
  • School improveme
  • Data use

Cite this

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Data-informed curriculum reform: Which data, what purposes, and promoting and hindering factors. / Schildkamp, Kim; Kuiper, Wilmad.

In: Teaching and teacher education, Vol. 26, No. 3, 2010, p. 482-496.

Research output: Contribution to journalArticleAcademic

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T1 - Data-informed curriculum reform: Which data, what purposes, and promoting and hindering factors

AU - Schildkamp, Kim

AU - Kuiper, Wilmad

PY - 2010

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AB - Schools face a lot of data on the functioning of their school which they can use to make improvements in teaching, learning and the organization. For data use to lead to improvement, it is important to further research the concept data-driven decision making. The results of this explorative study in the Netherlands show that teachers mainly use classroom level data for making instructional decisions at classroom level, and school leaders mainly use school level data for policy development decisions. This article ends with suggestions with regard to enhancing the effectiveness of data-driven decision making, for example by stressing the importance of developing teachers' competence in the use of data.

KW - Curriculum development

KW - Decision Making

KW - IR-70599

KW - School improveme

KW - Data use

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DO - 10.1016/j.tate.2009.06.007

M3 - Article

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SP - 482

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JF - Teaching and teacher education

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