Data-Based Decision-Making in Schools: Examining the Process and Effects of Teacher Support

Autor/inn/en	Hebbecker, Karin; Förster, Natalie; Forthmann, Boris; Souvignier, Elmar
Titel	Data-Based Decision-Making in Schools: Examining the Process and Effects of Teacher Support
Quelle	In: Journal of Educational Psychology, 114 (2022) 7, S.1695-1721 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hebbecker, Karin) ORCID (Förster, Natalie) ORCID (Forthmann, Boris) ORCID (Souvignier, Elmar)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000530
Schlagwörter	Data Use; Evidence Based Practice; Decision Making; Formative Evaluation; Reading Achievement; Data Analysis; Learning Processes; Teaching Methods; Reading Tests; Computer Assisted Testing; Faculty Development + Suchen Sie Ihr Suchwort? Decision-making; Entscheidungsfindung; Leseleistung; Auswertung; Learning process; Lernprozess; Teaching method; Lehrmethode; Unterrichtsmethode; Lesetest
Abstract	The idea of data-based decision-making (DBDM) at the classroom level is that teachers use assessment data to adapt their instruction to students' individual needs and thus improve students' learning progress. In this study, we first investigate this theoretically assumed DBDM process, and second, we evaluate the effectiveness of teacher support on the different steps of this process. Using longitudinal data of N = 120 teachers and their N = 2458 students, we analyzed the relations between teachers' log-file-based data analysis activities, teachers' self-reported frequency of instructional decision-making, and students' learning progress in reading by means of latent mediation analyses. Moreover, we analyzed whether additional teacher support in the form of instructional recommendations, teacher training, and prepared teaching material can promote the implementation of different steps of DBDM. Results of latent mediation analyses revealed positive associations of teachers' data analysis with their instructional decision-making and students' learning progress. Teacher support was positively associated with data analysis and students' learning progress (mediated by data analysis). Results are discussed regarding the theoretically assumed steps in the DBDM process and the potential of teacher support with a focus on teachers' instructional decision-making. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01