Abstract
| Original language | English |
|---|---|
| Pages (from-to) | 19-31 |
| Journal | Studies in educational evaluation |
| Volume | 48 |
| DOIs | |
| Publication status | Published - 2016 |
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Keywords
- METIS-316005
- IR-99520
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Effects of a data use intervention on educators’ use of knowledge and skills. / Ebbeler, J.; Poortman, Cindy Louise; Schildkamp, Kim; Pieters, Julius Marie.
In: Studies in educational evaluation, Vol. 48, 2016, p. 19-31.Research output: Contribution to journal › Article › Academic › peer-review
TY - JOUR
T1 - Effects of a data use intervention on educators’ use of knowledge and skills
AU - Ebbeler, J.
AU - Poortman, Cindy Louise
AU - Schildkamp, Kim
AU - Pieters, Julius Marie
PY - 2016
Y1 - 2016
N2 - Data use is increasingly considered to be important for school improvement. One promising strategy for implementing data use in schools is the data team intervention. Data teams consist of teachers and members of the school leadership team, who collaboratively analyze and use data to solve an education-related problem at the school. This mixed-methods study aims at measuring the effects of working in a data team on the application of data use in ten secondary schools by using questionnaires and case study interviews. The results show that at the end of the intervention period, educators on the data teams did not apply data use more often for accountability actions, but seemed to be more aware of data use for school development and instruction. Furthermore, it seemed that the teachers made a start at applying data use for instructional actions.
AB - Data use is increasingly considered to be important for school improvement. One promising strategy for implementing data use in schools is the data team intervention. Data teams consist of teachers and members of the school leadership team, who collaboratively analyze and use data to solve an education-related problem at the school. This mixed-methods study aims at measuring the effects of working in a data team on the application of data use in ten secondary schools by using questionnaires and case study interviews. The results show that at the end of the intervention period, educators on the data teams did not apply data use more often for accountability actions, but seemed to be more aware of data use for school development and instruction. Furthermore, it seemed that the teachers made a start at applying data use for instructional actions.
KW - METIS-316005
KW - IR-99520
U2 - 10.1016/j.stueduc.2015.11.002
DO - 10.1016/j.stueduc.2015.11.002
M3 - Article
VL - 48
SP - 19
EP - 31
JO - Studies in educational evaluation
JF - Studies in educational evaluation
SN - 0191-491X
ER -