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

Kim Schildkamp, Wilmad Kuiper

Research output: Contribution to journalArticleAcademicpeer-review

170 Citations (Scopus)
276 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 languageEnglish
Pages (from-to)482-496
Number of pages15
JournalTeaching and teacher education
Volume26
Issue number3
DOIs
Publication statusPublished - 2010

Keywords

  • Curriculum development
  • Decision making
  • School improvement
  • Data use

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