Data-Based Decision Making for Teacher and Student Learning: A Psychological Perspective on the Role of the Teacher

Autor/inn/en	Prenger, Rilana; Schildkamp, Kim
Titel	Data-Based Decision Making for Teacher and Student Learning: A Psychological Perspective on the Role of the Teacher
Quelle	In: Educational Psychology, 38 (2018) 6, S.734-752 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Prenger, Rilana)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
DOI	10.1080/01443410.2018.1426834
Schlagwörter	Decision Making; Data Analysis; Teacher Role; Academic Achievement; Teaching Methods; Elementary School Teachers; Teacher Attitudes; Foreign Countries; Educational Practices; Social Behavior; Behavior Standards; Self Efficacy; Intention; Intervention; Educational Quality; Path Analysis; Netherlands + Suchen Sie Ihr Suchwort? Decision-making; Entscheidungsfindung; Auswertung; Lehrerrolle; Schulleistung; Teaching method; Lehrmethode; Unterrichtsmethode; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Ausland; Bildungspraxis; Social behaviour; Soziales Verhalten; Self-efficacy; Selbstwirksamkeit; Quality of education; Bildungsqualität; Pfadanalyse; Niederlande
Abstract	Data-based decision-making has the potential to increase student achievement results. Data-based decision-making can be defined as teachers' systematic analysis of data sources in order to study and adapt their educational practices for the purpose of maximizing learning results. Teachers must apply the findings from their data use to their personal teaching activities. Therefore, data-based decision-making may be influenced by individual teachers' psychological characteristics. The present study aimed to explore which psychological factors contribute to teachers' data use in a Dutch primary school context. A questionnaire-based quantitative methodology was employed. We included the following psychological constructs: affective and instrumental attitudes, perceived control, social norms, self-efficacy, collective efficacy, and intentions regarding data use. Results of the path analysis showed that perceived control, instrumental attitude, and intention regarding data use all significantly influenced data use. Additionally, intention was found to be a mediator of the relation between affective attitude and data use. Interventions aimed at data-based decision-making should take these psychological factors into account to increase teachers' implementation of data-based decision-making for instruction and, consequently, educational quality. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01