Cindy L Poortman
Biographic Data
| ID | 1603554 |
|---|---|
| NAME | Cindy L Poortman |
| GIVEN NAMES | Cindy L |
| FAMILY NAME | Poortman |
| SIGNATURE | POORTMAN C L |
| AFFILIATIONS | University of Twente |
| ORCID | 0000-0001-8133-5985 |
| VERIFIED | Yes |
| TOTAL WORKS | 21 |
| TOTAL CITATIONS | 40 |
| AUTHOR COUNT | 21 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 4 |
Leadership for Student Participation in Data-Use Professional Learning Communities
Student participation in educational decision making, for example, through data-informed decision making, can have a positive effect on student well-being, engagement, and performance. Teachers play a crucial role in student participation, and leadership is a main factor influencing teacher professional development, which can lead to improved experiences and outcomes for students. In this study, we aimed to combine the benefits associated with da…
The effect of teacher data use professional development interventions on student achievement
This meta-analysis combined with a qualitative analysis focused on effective data use professional development interventions and intervention design characteristics for teachers. The 27 included studies had a total of 86 effect sizes and used student achievement as outcome measure. Intervention design characteristics and study design characteristics were included as moderator variables. A random-effects multilevel meta-analysis showed a medium-si…
Leadership in teacher design teams for professional development
Teacher design teams (TDTs) are professional learning communities in which teachers collaborate to (re)design innovative educational materials. When appropriately supported, TDT work stimulates the explication and use of pedagogical content knowledge, thus providing important opportunities for teachers to learn from one another. However, TDT coaches struggle to provide adequate support, largely because this concerns not only vertical leadership t…
Assessment for Learning
Assessment for Learning (AfL) is complex requiring teacher competences for collecting, analysing and interpreting evidence of student progress, and for adapting instruction and learning accordingly. In this study, the four-component instructional design (4C/ID) model for complex learning was used to design a teacher professional development (TPD) programme for developing teachers’ AfL competences. The evaluation of the implementation of the progr…
Sustaining data use professional learning communities in schools
Sustaining professional learning communities (PLCs) focused on data use is a challenge for schools. Sustainability is achieved by making the PLC’s core components evident in schools’ organizational routines. Leadership can support sustainability according to literature, but it is unclear what leadership for sustainability looks like in practice. We therefore investigated what sustainable data use PLCs and leadership look like in three secondary s…
How can educational innovations become sustainable? A review of the empirical literature
In literature there is a great variety in the definitions and identified critical features of sustainability of educational innovations. The aim of this review is to provide an overview of the entire range of factors influencing the sustainability and its core aspects. A systematic review was performed in which electronic databases were searched for peer reviewed articles, published between 2002 and 2017. Based on results of 44 publications, the …
Facilitating collaborative reflective inquiry amongst teachers
Implementation of a collaborative data use model in a United States context
Key actors leading knowledge brokerage for sustainable school improvement with PLCs
This study investigated knowledge brokerage key actors, in schools that realized sustainable school improvement through professional learning communities (PLCs). To gain insight into what knowledge key actors brokered and how they brokered knowledge, key actors at five secondary schools that worked sustainably with PLCs participated in an in-depth mixed-method study. The findings showed what types of knowledge were brokered and through what activ…
The Effects of Networked Professional Learning Communities
Teacher professional learning is considered crucial for improving the quality of education. Teacher collaboration in professional learning communities can contribute to the effectiveness of professional development efforts. In the past decade, there has been a shift from within-school to between-school professional learning communities. However, results regarding their effectiveness have been inconsistent. In this study, we examine the effects of…
Data literacy
Revealing the balancing act of vertical and shared leadership in Teacher Design Teams
Teachers' views on the use of assessment for learning and data-based decision making in classroom practice
A qualitative analysis of teacher design teams
The quest for sustained data use
Factors influencing teachers’ professional development in networked professional learning communities
Effects of a data use intervention on educators’ use of knowledge and skills
Solving student achievement problems with a data use intervention for teachers
Professional development in data use
Factors Influencing the Functioning of Data Teams
Background Data-based decision making can lead to increased student achievement; however, schools struggle with the implementation of data-based decision making. Professional development in the use of data is therefore urgently needed. However, professional development is often ineffective in terms of improving the knowledge, skills, and attitude of the receiver. Purpose We need a more fundamental understanding of how we can increase the effectiv…
Understanding teacher design teams – A mixed methods approach to developing a descriptive framework
Factors influencing teachers’ professional development in networked professional learning communities
Understanding teacher design teams – A mixed methods approach to developing a descriptive framework
Teachers' views on the use of assessment for learning and data-based decision making in classroom practice
The Effects of Networked Professional Learning Communities
Teacher professional learning is considered crucial for improving the quality of education. Teacher collaboration in professional learning communities can contribute to the effectiveness of professional development efforts. In the past decade, there has been a shift from within-school to between-school professional learning communities. However, results regarding their effectiveness have been inconsistent. In this study, we examine the effects of…
The quest for sustained data use
Solving student achievement problems with a data use intervention for teachers
Professional development in data use
Key actors leading knowledge brokerage for sustainable school improvement with PLCs
This study investigated knowledge brokerage key actors, in schools that realized sustainable school improvement through professional learning communities (PLCs). To gain insight into what knowledge key actors brokered and how they brokered knowledge, key actors at five secondary schools that worked sustainably with PLCs participated in an in-depth mixed-method study. The findings showed what types of knowledge were brokered and through what activ…
Factors Influencing the Functioning of Data Teams
Background Data-based decision making can lead to increased student achievement; however, schools struggle with the implementation of data-based decision making. Professional development in the use of data is therefore urgently needed. However, professional development is often ineffective in terms of improving the knowledge, skills, and attitude of the receiver. Purpose We need a more fundamental understanding of how we can increase the effectiv…
Understanding teacher design teams – A mixed methods approach to developing a descriptive framework
Effects of a data use intervention on educators’ use of knowledge and skills
Solving student achievement problems with a data use intervention for teachers
Professional development in data use
A qualitative analysis of teacher design teams
The quest for sustained data use
Factors influencing teachers’ professional development in networked professional learning communities
Data literacy
Revealing the balancing act of vertical and shared leadership in Teacher Design Teams
Teachers' views on the use of assessment for learning and data-based decision making in classroom practice
The Effects of Networked Professional Learning Communities
Teacher professional learning is considered crucial for improving the quality of education. Teacher collaboration in professional learning communities can contribute to the effectiveness of professional development efforts. In the past decade, there has been a shift from within-school to between-school professional learning communities. However, results regarding their effectiveness have been inconsistent. In this study, we examine the effects of…
Facilitating collaborative reflective inquiry amongst teachers
Implementation of a collaborative data use model in a United States context
Key actors leading knowledge brokerage for sustainable school improvement with PLCs
This study investigated knowledge brokerage key actors, in schools that realized sustainable school improvement through professional learning communities (PLCs). To gain insight into what knowledge key actors brokered and how they brokered knowledge, key actors at five secondary schools that worked sustainably with PLCs participated in an in-depth mixed-method study. The findings showed what types of knowledge were brokered and through what activ…
How can educational innovations become sustainable? A review of the empirical literature
In literature there is a great variety in the definitions and identified critical features of sustainability of educational innovations. The aim of this review is to provide an overview of the entire range of factors influencing the sustainability and its core aspects. A systematic review was performed in which electronic databases were searched for peer reviewed articles, published between 2002 and 2017. Based on results of 44 publications, the …
Sustaining data use professional learning communities in schools
Sustaining professional learning communities (PLCs) focused on data use is a challenge for schools. Sustainability is achieved by making the PLC’s core components evident in schools’ organizational routines. Leadership can support sustainability according to literature, but it is unclear what leadership for sustainability looks like in practice. We therefore investigated what sustainable data use PLCs and leadership look like in three secondary s…
Leadership in teacher design teams for professional development
Teacher design teams (TDTs) are professional learning communities in which teachers collaborate to (re)design innovative educational materials. When appropriately supported, TDT work stimulates the explication and use of pedagogical content knowledge, thus providing important opportunities for teachers to learn from one another. However, TDT coaches struggle to provide adequate support, largely because this concerns not only vertical leadership t…
Assessment for Learning
Assessment for Learning (AfL) is complex requiring teacher competences for collecting, analysing and interpreting evidence of student progress, and for adapting instruction and learning accordingly. In this study, the four-component instructional design (4C/ID) model for complex learning was used to design a teacher professional development (TPD) programme for developing teachers’ AfL competences. The evaluation of the implementation of the progr…
Leadership for Student Participation in Data-Use Professional Learning Communities
Student participation in educational decision making, for example, through data-informed decision making, can have a positive effect on student well-being, engagement, and performance. Teachers play a crucial role in student participation, and leadership is a main factor influencing teacher professional development, which can lead to improved experiences and outcomes for students. In this study, we aimed to combine the benefits associated with da…
The effect of teacher data use professional development interventions on student achievement
This meta-analysis combined with a qualitative analysis focused on effective data use professional development interventions and intervention design characteristics for teachers. The 27 included studies had a total of 86 effect sizes and used student achievement as outcome measure. Intervention design characteristics and study design characteristics were included as moderator variables. A random-effects multilevel meta-analysis showed a medium-si…
Psychology (18 works) · Computer Science (16 works) · Educational Assessment and Improvement (15 works) · Pedagogy (13 works) · Mathematics education (11 works) · Teacher Education and Leadership Studies (11 works) · Professional development (9 works) · Medical education (7 works) · Medicine (7 works) · Collaborative Teaching and Inclusion (6 works)