A Perfect Time for Data Use
Using Data-Driven Decision Making to Inform Practice
Dados Bibliográficos
| ID | 23374697 |
|---|---|
| Autores | Ellen B Mandinach (0000-0003-2863-7567, a WestEd , Washington , DC, autor correspondente) |
| Ano | 2012 |
| Volume | 47 |
| Fascículo | 2 |
| Páginas | 71-85 |
| Data de publicação | 2012-04-01 |
| Peer Reviewed | Sim |
| Open Access | Não |
| Tipo | ARTICLE |
| Periódico | Educational Psychologist (JOURNAL) |
| Identificadores do periódico | ISSN: 0046-1520 • E-ISSN: 1532-6985 |
| Editora | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/00461520.2012.667064 |
| OpenAlex | W2136737278 |
| Idioma | EN |
| Citações recebidas | 77 |
| Referências citadas | 20 |
Data-driven decision making has become an essential component of educational practice across all levels, from chief state school officers to classroom teachers, and has received unprecedented attention in terms of policy and financial support. It was included as one of the four pillars in the American Recovery and Reinvestment Act (2009), indicating that federal education officials seek to ensure that data and evidence are used to inform policy and practice. This article describes the emergence of data-driven decision making as a topic of interest, some of the challenges to and opportunities for data use, and how the principles of educational psychology can and must be used to inform how educators are using data and the examination of its impact on educational practice.
Component (thermodynamics) · Political science · Public relations · State (computer science) · Computer Science · Educational and Psychological Assessments · Educational Assessment and Improvement · Evaluation and Performance Assessment · Psychology
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Teachers’ Use of Education Dashboards and Professional Growth
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Datafizierung (in) der Bildung
Factors Influencing the Functioning of Data Teams
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School and childcare facility air quality decision-makers’ perspectives on using low-cost sensors for wildfire smoke response
Developing pre-service EFL teachers’ professional competences for digital adaptive learning
Mapping research approaches to data practices in schools
Do pupils at research-informed schools actually perform better? Findings from a study at English schools
Teachers’ visual inspection of Curriculum-Based Measurement progress graphs
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Data in Schools
School Leader Preparation in the U.S. State of Virginia
Teacher Evaluation as a Data-Use Intervention
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STEM Faculty Instructional Data-Use Practices
The Contribution of Educational Psychology to South African Preservice Teacher Training and Learner Support
South African Mathematics Teachers’ Perspectives on Data-Driven Instructional Decision-Making
Building Equitable Education Datasets for Developing Nations
Unlocking Tomorrow’s Classrooms
Seeing students at scale
Reconsidering the dual purposes of teacher evaluation
Research on the data analysis knowledge assessment of pre-service teachers from China based on cognitive diagnostic assessment
Personalizing mathematical content in educational applets repository
Teachers’ use of data from digital learning platforms for instructional design
Data Literacy Training for K–12 Teachers
Exploring the factors influencing teachers’ instructional data use with electronic data systems
Effects of formative assessment on intrinsic motivation in primary school mathematics instruction
Engaging evaluation champions
Developing a sustainability readiness strategy for health systems
Effects of Data-Based Decision-Making on Low-Performing Readers in General Education Classrooms
Educator Perspectives on Data-Based Decision Making in Germany and the United States
Factors Related to Data-Based Decision-Making
Outcomes of Students With Disabilities After Exiting From High School
Assessing the Psychometric Qualities of the Data-Informed School Leadership Survey
Implementing next generation privacy and ethics research in education technology
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School leaders’ and teachers’ attributions in making sense of norm-referenced school performance data. Do benchmarks matter
Data-Driven Decision-Making in Instructional Design
The propensities and purposes of racial and ethnic student data collection in Ontario universities
Governance Architectures in Higher Education Arising from Extra Information on Learning Outcomes
Examining the validity of a widely-used school readiness assessment
The Politics of Open Government Data
Sustaining data use professional learning communities in schools
Affordances of narrative and numerical data
Thinking about data
Misconceptions about data-based decision making in education
On the value of data-based decision making in education
Formative use of test results
Using data on school strengths and weaknesses for school improvement
Data-based teacher decision-making
Changes in educators' data literacy during a data-based decision making intervention
Contributing conditions
Examining research into the use of data walls for teaching and learning
Pre-service teachers' data use opportunities during student teaching
What does it mean for teachers to be data literate
A classroom data literacy intervention for pre-service teachers
Developing data literacy
Toward a historical ontology of the infopolitics of data-driven decision-making (DDDM) in education
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Reflectiveness, Adaptivity, and Support
Show Me the Numbers
Justice in the Gaps
A Systemic View of Implementing Data Literacy in Educator Preparation
High School Teachers’ Sense-Making of Response to Intervention
Examining Faculty Reflective Practice
Knowing the (Datafied) Student
Assessing the Effects of a School-Wide Data-Based Decision-Making Intervention on Student Achievement Growth in Primary Schools
Teachers’ Sensemaking of Data and Implications for Equity
Being the Change That You Want to See
Effective subunits in ineffective systems
The scientific basis of the art of teaching
Our Impoverished View of Educational Research
Effects of Professional Development on Teachers’ Instruction
Assessment Crisis
Those Who Understand
Technology‐Supported Involvement of Entire Faculties in Examination of Student Data for Instructional Improvement
Data Use for School Improvement
The Changing Roles of Teachers in an Era of High-Stakes Accountability
Improving Impact Studies of Teachers' Professional Development
Organizational Learning
| Obras citantes distintas | 77 |
|---|---|
| Citações por ano | 5,92 |
| Intervalo de citações | 2013 - 2026 (14) |
| Velocidade de citação | current |
| Altamente citado | Não |
| Tipos de citação | Neutras: 71 |