Strategic Framing: How Leaders Craft the Meaning of Data Use for Equity and Learning

Autor/inn/en	Park, Vicki; Daly, Alan J.; Guerra, Alison Wishard
Titel	Strategic Framing: How Leaders Craft the Meaning of Data Use for Equity and Learning
Quelle	In: Educational Policy, 27 (2013) 4, S.645-675 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0895-9048
DOI	10.1177/0895904811429295
Schlagwörter	Data; Decision Making; Educational Improvement; Educational Policy; Educational Change; Case Studies; Urban Schools; High Schools; Leaders; Equal Education; Educational Opportunities; Motivation; Responsibility; Educational Objectives; Accountability; Academic Achievement; School Districts; Student Characteristics; California + Suchen Sie Ihr Suchwort? Daten; Decision-making; Entscheidungsfindung; Teaching improvement; Unterrichtsentwicklung; Politics of education; Bildungspolitik; Bildungsreform; Case study; Fallstudie; Case Study; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; High school; Oberschule; Fachleiter; Bildungsangebot; Bildungschance; psychologische; Motivation (psychologisch); Verantwortungsübernahme; Zuständigkeit; Educational objective; Bildungsziel; Erziehungsziel; Verantwortung; Schulleistung; School district; Schulbezirk; Kalifornien
Abstract	Although there is an emerging body of research that examines data-driven decision making (DDDM) in schools, little attention has been paid to how local leaders strategically frame sensemaking around data use. This exploratory case examines how district and school leaders consciously framed the implementation of DDDM in one urban high school. Leaders strategically constructed diagnostic, motivating, and prognostic frames to promote a culture of using data for continuous improvement. Our findings demonstrate that leaders developed (a) diagnostic frames centered on the need to confront student achievement and opportunity gaps; (b) motivating frames concentrated on school improvement as shared collective responsibility; and (c) prognostic frames focused on making incremental change to sustain reform efforts and the creation of common goals to monitor progress. The findings suggest that framing is an important leadership tactic that needs careful consideration when reforms are introduced and implemented. (Contains 1 table and 8 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10