Teachers’ Use of Data
Loose Coupling, Agenda Setting, and Team Norms
Dados Bibliográficos
| ID | 11366291 |
|---|---|
| Autores | Viki M Young (SRI International, autor correspondente) |
| Ano | 2006 |
| Volume | 112 |
| Fascículo | 4 |
| Páginas | 521-548 |
| Data de publicação | 2006-08-01 |
| Peer Reviewed | Sim |
| Open Access | Não |
| Tipo | ARTICLE |
| Periódico | American Journal of Education (JOURNAL) |
| Identificadores do periódico | ISSN: 0195-6744 • E-ISSN: 1549-6511 |
| Editora | University of Chicago Press (PUBLISHER • US) |
| DOI | 10.1086/505058 |
| OpenAlex | W2149149426 |
| Idioma | EN |
| Citações recebidas | 45 |
| Referências citadas | 13 |
This article explores the influence of grade‐level team norms and district and school leadership on teachers’ data use. Using an embedded‐systems perspective to consider teachers’ data use in four schools located in two different districts, the research takes the practitioners’ perspective on what constitutes data. Findings indicate that establishing rationale for teachers to use particular data, modeling such use, and structuring time for teachers to learn about using data are deliberate agenda‐setting activities. Varying degrees of loose coupling between the case study districts underscore how grade‐level norms and agenda setting mediate teachers’ collaborative use of data
Mathematics education · Pedagogy · Perspective (graphical · Political science · Sociology · Structuring · Computer Science · Educational Assessment and Improvement · Psychology
Subtle Webs
Teacher capacity for and beliefs about data-driven decision making
Factors Influencing the Functioning of Data Teams
The role of teachers in educational reform
Teacher Evaluation as a Data-Use Intervention
Postsecondary Policy Environments in Citizen Legislatures
What went wrong? Examining teachers’ data use and instructional decision making through a bottom-up data intervention in Denmark
Formative assessment
Exploring the factors influencing teachers’ instructional data use with electronic data systems
Using Data for Program Improvement in Teacher Education
What Sticks and Why? A MoRe Institutional Framework for Education Research
In-Service Teacher Access to and Use of Non-Academic Data for Decision Making
From Compliance to Improvement
The relation between teacher-set performance goals and students’ mathematical achievement
Capacity building to bridge data use and instructional improvement through evidence on student thinking
Multiple initiatives, multiple challenges
Thinking about data
Teacher needs for data-related professional learning
Effects of a data use intervention on educators’ use of knowledge and skills
Kindergarten standardized testing and reading achievement in the U.S
Developing collaborative data use through professional learning communities
Exploring data use practices around Europe
Online interventions to promote teacher data-driven decision making
Bridging perspectives
From Policies to Principals
A Framework for Understanding Community Colleges’ Organizational Capacity for Data Use
Educational Decision Making With Visual Data and Graphical Interpretation
Utilizing Collaborative Analysis of Student Learning in Educator Preparation Programs for Continuous Improvement
Pratiques de pondération des résultats d’enquêtes à grande échelle aux notes scolaires en mathématiques
Teacher interactions in taking action upon pupil learning outcome data
The use of performance feedback in school improvement in Louisiana
Contributing conditions
Data-informed curriculum reform
Prerequisites for data-based decision making in the classroom
The Linking Study
Technology‐Supported Involvement of Entire Faculties in Examination of Student Data for Instructional Improvement
Understanding Data Use Practice among Teachers
Conceptions of Evidence Use in School Districts
School–Central Office Relationships in Evidence Use
Data Use for School Improvement
Race-Neutral Doesn’t Work
Supporting the Initiation and Early Development of Evidence-Based Grade-Level Collaboration in Urban Elementary Schools
Sorting Machines
Teachers’ Sensemaking and Data Use Implementation in Science Classrooms
Institutionalized Norms, Practical Organizational Activity, and Loose Coupling
| Obras citantes distintas | 45 |
|---|---|
| Citações por ano | 2,25 |
| Intervalo de citações | 2006 - 2026 (21) |
| Velocidade de citação | current |
| Altamente citado | Não |
| Tipos de citação | Neutras: 45 |