The quest for sustained data use: Developing organizational routines

Research output: Contribution to journalArticleAcademicpeer-review

4 Citations (Scopus)

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 languageEnglish
Pages (from-to)509-521
Number of pages13
JournalTeaching and teacher education
Volume67
DOIs
Publication statusPublished - 1 Oct 2017

Fingerprint

school development
school
secondary school
sustainability
instruction
questionnaire
interview

Keywords

  • Data use
  • Organizational routines
  • Professional development
  • Sustainability

Cite this

@article{9ecbac8fe3ad4d6eaa8c529bc4772bf1,
title = "The quest for sustained data use: Developing organizational routines",
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.",
keywords = "Data use, Organizational routines, Professional development, Sustainability",
author = "Hubers, {Mireille D.} and Kim Schildkamp and Poortman, {Cindy L.} and Pieters, {Jules M.}",
year = "2017",
month = "10",
day = "1",
doi = "10.1016/j.tate.2017.07.007",
language = "English",
volume = "67",
pages = "509--521",
journal = "Teaching and teacher education",
issn = "0742-051X",
publisher = "Elsevier",

}

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 journalArticleAcademicpeer-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

VL - 67

SP - 509

EP - 521

JO - Teaching and teacher education

JF - Teaching and teacher education

SN - 0742-051X

ER -