Abstract
The data team intervention was designed to support schools' data use. The sustainability of schools' data use was investigated by studying the schools' development of the ostensive and performative aspects of organizational routines for: engaging in the data team intervention, acting upon their data team's improvement plan, and using data for school development and instruction. Six Dutch secondary schools participated in this longitudinal mixed-methods study. Data were collected through questionnaires, policy documents, and interviews. Results indicated that schools struggled to develop organizational routines for data use, especially the ostensive aspects. This illuminated the process by which schools did not sustain their use of data. The findings showed that interventions for data use should more clearly target the development of organizational routines.
| Original language | English |
|---|---|
| Pages (from-to) | 509-521 |
| Number of pages | 13 |
| Journal | Teaching and teacher education |
| Volume | 67 |
| DOIs | |
| Publication status | Published - 1 Oct 2017 |
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Keywords
- Data use
- Organizational routines
- Professional development
- Sustainability
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The quest for sustained data use : Developing organizational routines. / Hubers, Mireille D.; Schildkamp, Kim; Poortman, Cindy L.; Pieters, Jules M.
In: Teaching and teacher education, Vol. 67, 01.10.2017, p. 509-521.Research output: Contribution to journal › Article › Academic › peer-review
TY - JOUR
T1 - The quest for sustained data use
T2 - Developing organizational routines
AU - Hubers, Mireille D.
AU - Schildkamp, Kim
AU - Poortman, Cindy L.
AU - Pieters, Jules M.
PY - 2017/10/1
Y1 - 2017/10/1
N2 - The data team intervention was designed to support schools' data use. The sustainability of schools' data use was investigated by studying the schools' development of the ostensive and performative aspects of organizational routines for: engaging in the data team intervention, acting upon their data team's improvement plan, and using data for school development and instruction. Six Dutch secondary schools participated in this longitudinal mixed-methods study. Data were collected through questionnaires, policy documents, and interviews. Results indicated that schools struggled to develop organizational routines for data use, especially the ostensive aspects. This illuminated the process by which schools did not sustain their use of data. The findings showed that interventions for data use should more clearly target the development of organizational routines.
AB - The data team intervention was designed to support schools' data use. The sustainability of schools' data use was investigated by studying the schools' development of the ostensive and performative aspects of organizational routines for: engaging in the data team intervention, acting upon their data team's improvement plan, and using data for school development and instruction. Six Dutch secondary schools participated in this longitudinal mixed-methods study. Data were collected through questionnaires, policy documents, and interviews. Results indicated that schools struggled to develop organizational routines for data use, especially the ostensive aspects. This illuminated the process by which schools did not sustain their use of data. The findings showed that interventions for data use should more clearly target the development of organizational routines.
KW - Data use
KW - Organizational routines
KW - Professional development
KW - Sustainability
UR - http://www.scopus.com/inward/record.url?scp=85026769801&partnerID=8YFLogxK
U2 - 10.1016/j.tate.2017.07.007
DO - 10.1016/j.tate.2017.07.007
M3 - Article
AN - SCOPUS:85026769801
VL - 67
SP - 509
EP - 521
JO - Teaching and teacher education
JF - Teaching and teacher education
SN - 0742-051X
ER -