The quest for sustained data use: Developing organizational routines

Mireille D. Hubers*, Kim Schildkamp, Cindy L. Poortman, Jules M. Pieters

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

31 Citations (Scopus)
93 Downloads (Pure)


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
Publication statusPublished - 1 Oct 2017


  • Data use
  • Organizational routines
  • Professional development
  • Sustainability
  • 22/4 OA procedure


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