Literaturnachweis - Detailanzeige
| Autor/inn/en | Vanhoof, Jan; Verhaeghe, Goedele; Verhaeghe, Jean Pierre; Valcke, Martin; Van Petegem, Peter |
|---|---|
| Titel | The Influence of Competences and Support on School Performance Feedback Use |
| Quelle | In: Educational Studies, 37 (2011) 2, S.141-154 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0305-5698 |
| Schlagwörter | Feedback (Response); Quality Control; Principals; Data Interpretation; Information Utilization; Pretests Posttests; Educational Improvement; Use Studies; Performance Factors; Influences; Control Groups; Experimental Groups; Foreign Countries; Minimum Competency Testing; Professional Training; Belgium |
| Abstract | Information-rich environments are created to promote data use in schools for the purpose of self-evaluation and quality assurance. However, providing feedback does not guarantee that schools will actually put it to use. One of the main stumbling blocks relates to the interpretation and diagnosis of the information. This study examines the relationship between data literacy competences, support given in interpreting the information, actual use of the feedback and potential school improvement effect. A randomised field experiment with 188 school principals from primary education was set up and a post-test was used to investigate the effects of a support initiative. The results revealed that a minority of schools invested significantly in the interpretation and diagnosis of the school performance feedback (SPF), despite the fact that most of the respondents showed an interest in the SPF report. In addition, data competence support and the subsequent use of feedback were found to be limited. (Contains 3 figures and 2 tables.) (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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