“…For example, we know that teachers draw upon a range of knowledge sources when deciding upon their instructional strategies, such as informal data on unstructured classroom observations, subjectdidactic knowledge, relational knowledge, formal data on assessment results, research results and research reviews (e.g. Heitink, Van der Kleij, Veldkamp, Schildkamp, & Kippers, 2016;Schildkamp et al, 2014). However, teachers often struggle with how to use and integrate these, and additionally, policy makers and administrators tend to draw upon somewhat different knowledge bases than teachers, and partly also school leaders (Labaree, 2005;Møller, 2015).…”