Evidence-Based Decision Making in School District Central Offices: Toward a Policy and Research Agenda

Autor/inn/en	Honig, Meredith I.; Coburn, Cynthia
Titel	Evidence-Based Decision Making in School District Central Offices: Toward a Policy and Research Agenda
Quelle	In: Educational Policy, 22 (2008) 4, S.578-608 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0895-9048
DOI	10.1177/0895904807307067
Schlagwörter	Central Office Administrators; Decision Making; Decision Making Skills; Data Interpretation; Inferences; Use Studies; Research Utilization; School Districts; Agenda Setting; Educational Policy; Policy Formation; Performance Factors; Educational Administration; Politics of Education + Suchen Sie Ihr Suchwort? Decision-making; Entscheidungsfindung; Data evaluation; Datenauswertung; Inference; Inferenz; Benutzerschulung; Forschungsumsetzung; School district; Schulbezirk; Politics of education; Bildungspolitik; Politische Betätigung; Leistungsindikator; Bildungsverwaltung; Schuladministration; Schulverwaltung; Educational policy
Abstract	District central office administrators increasingly face policy demands to use "evidence" in their decision making. These demands up the ante on education policy researchers and policy makers to better understand what evidence use in district central offices entails and the conditions that may support it. To that end, the authors conducted a comprehensive review of research literature on evidence use in district central offices, finding that the process of evidence use is complex, spanning multiple subactivities and requiring administrators to make sense of evidence and its implications for central office operations. These activities have significant political dimensions and involve the use of "local knowledge" as a key evidence source. Evidence use is shaped by features of the evidence itself and various organizational and institutional factors. Policy shapes evidence use, but other factors mediate its impact. The authors conclude with implications for future policy and research on central office evidence-based decision making. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10