District-Wide Effects on Data Use in the Classroom

Autor/inn/en	Wayman, Jeffrey C.; Cho, Vincent; Jimerson, Jo Beth; Spikes, Daniel D.
Titel	District-Wide Effects on Data Use in the Classroom
Quelle	In: Education Policy Analysis Archives, 20 (2012) 25, (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-2341
Schlagwörter	Leadership; Data Collection; Evaluation Utilization; Information Utilization; Program Effectiveness; Classroom Techniques; Educational Practices; Use Studies; Praxis; Theory Practice Relationship; Barriers; Educational Policy; Educational Improvement; Improvement Programs; Program Attitudes; Change Strategies; Management Information Systems; Interviews; School Visitation; Mail Surveys; Focus Groups; Semi Structured Interviews; School Districts + Suchen Sie Ihr Suchwort? Führung; Führungsposition; Data capture; Datensammlung; Informationsnutzung; Klassenführung; Bildungspraxis; Benutzerschulung; Theorie-Praxis-Beziehung; Politics of education; Bildungspolitik; Teaching improvement; Unterrichtsentwicklung; Effizienzsteigerung; Lösungsstrategie; Managementinformationssystem; Interviewing; Interviewtechnik; Erhebungsinstrument; School district; Schulbezirk
Abstract	In the present study, an examination is conducted in three school districts of how data are used to improve classroom practice. In doing so, we explore the effects that attitudes toward data, principal leadership, and computer data systems have on how data are used to affect classroom practice. Findings indicate that educators are ambivalent about data: they see how data could support classroom practice, but their data use operates in the presence of numerous barriers. Many of these barriers are due to principal leadership and computer data systems; these barriers often have negative effects on attitudes toward data and disrupt the progression from using data to inform classroom practice. It is hypothesized that many of these barriers can be removed through effective district policies to improve structures and supports for using data. (Contains 1 figure, 8 tables and 6 footnotes.) (As Provided).
Anmerkungen	Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: http://epaa.asu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10