The effects of a data use intervention on educators’ satisfaction and data literacy

Research output: Contribution to journalArticleAcademicpeer-review

7 Citations (Scopus)
57 Downloads (Pure)

Abstract

Schools in many different countries are increasingly expected to use data for school improvement. However, schools struggle with the implementation of data use, because building human capacity around data use in education has not received enough attention. Educators urgently need to develop data literacy skills for being able to use data. For supporting schools with the endeavor of developing data literacy skills, we developed and implemented a data use intervention in secondary schools based in the Netherlands. This study therefore focuses on the effects of this intervention on educator satisfaction with the intervention and their data literacy skills and attitude toward data use. This study uses a quasi-experimental research design and employs a mixed-methods approach with a data use questionnaire filled in by data team schools (N = 9) and comparison schools (N = 42), a satisfaction questionnaire filled in by data team participants (N = 55), pre- and posttest knowledge tests filled in by data team participants (N = 36), and interview data (N = 11) from three case study schools. The results show that the participants were, for example, very satisfied with the support received during the intervention. Also, respondents developed new data literacy skills and showed a more positive attitude toward data use. The results show how teachers can be supported systematically in data use in their educational practice. In the conclusions, we discuss some important implications for practice regarding the intensity and duration of support and implications for further research.
Original languageEnglish
Pages (from-to)83-105
JournalEducational assessment, evaluation and accountability
Volume29
Issue number1
DOIs
Publication statusPublished - 2017

Fingerprint

literacy
educator
school
Literacy
questionnaire
educational practice
research planning
Education
Questionnaire
secondary school
Netherlands

Keywords

  • IR-104102
  • METIS-321941

Cite this

@article{3fc2d3c4b1cf4136b870480bafca32b7,
title = "The effects of a data use intervention on educators’ satisfaction and data literacy",
abstract = "Schools in many different countries are increasingly expected to use data for school improvement. However, schools struggle with the implementation of data use, because building human capacity around data use in education has not received enough attention. Educators urgently need to develop data literacy skills for being able to use data. For supporting schools with the endeavor of developing data literacy skills, we developed and implemented a data use intervention in secondary schools based in the Netherlands. This study therefore focuses on the effects of this intervention on educator satisfaction with the intervention and their data literacy skills and attitude toward data use. This study uses a quasi-experimental research design and employs a mixed-methods approach with a data use questionnaire filled in by data team schools (N = 9) and comparison schools (N = 42), a satisfaction questionnaire filled in by data team participants (N = 55), pre- and posttest knowledge tests filled in by data team participants (N = 36), and interview data (N = 11) from three case study schools. The results show that the participants were, for example, very satisfied with the support received during the intervention. Also, respondents developed new data literacy skills and showed a more positive attitude toward data use. The results show how teachers can be supported systematically in data use in their educational practice. In the conclusions, we discuss some important implications for practice regarding the intensity and duration of support and implications for further research.",
keywords = "IR-104102, METIS-321941",
author = "J. Ebbeler and Poortman, {Cindy Louise} and Kim Schildkamp and Pieters, {Julius Marie}",
year = "2017",
doi = "10.1007/s11092-016-9251-z",
language = "English",
volume = "29",
pages = "83--105",
journal = "Educational assessment, evaluation and accountability",
issn = "1874-8597",
publisher = "Springer",
number = "1",

}

TY - JOUR

T1 - The effects of a data use intervention on educators’ satisfaction and data literacy

AU - Ebbeler, J.

AU - Poortman, Cindy Louise

AU - Schildkamp, Kim

AU - Pieters, Julius Marie

PY - 2017

Y1 - 2017

N2 - Schools in many different countries are increasingly expected to use data for school improvement. However, schools struggle with the implementation of data use, because building human capacity around data use in education has not received enough attention. Educators urgently need to develop data literacy skills for being able to use data. For supporting schools with the endeavor of developing data literacy skills, we developed and implemented a data use intervention in secondary schools based in the Netherlands. This study therefore focuses on the effects of this intervention on educator satisfaction with the intervention and their data literacy skills and attitude toward data use. This study uses a quasi-experimental research design and employs a mixed-methods approach with a data use questionnaire filled in by data team schools (N = 9) and comparison schools (N = 42), a satisfaction questionnaire filled in by data team participants (N = 55), pre- and posttest knowledge tests filled in by data team participants (N = 36), and interview data (N = 11) from three case study schools. The results show that the participants were, for example, very satisfied with the support received during the intervention. Also, respondents developed new data literacy skills and showed a more positive attitude toward data use. The results show how teachers can be supported systematically in data use in their educational practice. In the conclusions, we discuss some important implications for practice regarding the intensity and duration of support and implications for further research.

AB - Schools in many different countries are increasingly expected to use data for school improvement. However, schools struggle with the implementation of data use, because building human capacity around data use in education has not received enough attention. Educators urgently need to develop data literacy skills for being able to use data. For supporting schools with the endeavor of developing data literacy skills, we developed and implemented a data use intervention in secondary schools based in the Netherlands. This study therefore focuses on the effects of this intervention on educator satisfaction with the intervention and their data literacy skills and attitude toward data use. This study uses a quasi-experimental research design and employs a mixed-methods approach with a data use questionnaire filled in by data team schools (N = 9) and comparison schools (N = 42), a satisfaction questionnaire filled in by data team participants (N = 55), pre- and posttest knowledge tests filled in by data team participants (N = 36), and interview data (N = 11) from three case study schools. The results show that the participants were, for example, very satisfied with the support received during the intervention. Also, respondents developed new data literacy skills and showed a more positive attitude toward data use. The results show how teachers can be supported systematically in data use in their educational practice. In the conclusions, we discuss some important implications for practice regarding the intensity and duration of support and implications for further research.

KW - IR-104102

KW - METIS-321941

U2 - 10.1007/s11092-016-9251-z

DO - 10.1007/s11092-016-9251-z

M3 - Article

VL - 29

SP - 83

EP - 105

JO - Educational assessment, evaluation and accountability

JF - Educational assessment, evaluation and accountability

SN - 1874-8597

IS - 1

ER -