Assessing the Effects of a School-Wide Data-Based Decision-Making Intervention on Student Achievement Growth in Primary Schools

Geel, Marieke van; Keuning, Trynke; Visscher, Arend J.; Fox, Jean-Paul

doi:10.3102/0002831216637346

Cited by 144 publications

(180 citation statements)

References 47 publications

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“…In other words, these data can be used by data teams in school to spur improvements in teaching and learning. Several studies show that the use of data (in data teams) can ultimately lead to improved student achievement, but a great deal depends on how the data are used (Lai, Wilson, McNaughton, & Hsiao, 2014;Van Geel, Keuning, Visscher, & Fox, 2016).…”

Section: Characteristics Of Successful Data Teamsmentioning

confidence: 99%

When Data Teams Struggle: Learning from Less Successful Data Use Efforts

Schildkamp

Datnow

2020

Leadership and Policy in Schools

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Because learning from failures is just as important as learning from successes, we used qualitative case study data gathered in the Netherlands and the United States to examine instances in which data teams struggle to contribute to school improvement. Similar factors in both the Dutch and U.S. case hindered the work of the data teams, such as data use focused on accountability instead of improvement. Some hindering factors were more context-specific. Learning why, how, and when data use efforts do not go smoothly provides an important contribution to research and practice.

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Section: Characteristics Of Successful Data Teamsmentioning

confidence: 99%

When Data Teams Struggle: Learning from Less Successful Data Use Efforts

Schildkamp

Datnow

2020

Leadership and Policy in Schools

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“…Multiple studies have shown that effective data use improves student results (Campbell & Levin, 2009;Carlson, Borman, & Robinson, 2011;McNaughton, Lai, & Hsiao, 2012;Van Geel, Keuning, Visscher, & Fox, 2016;Van Kuijk, Deunk, Bosker, & Ritzema, 2016). Application of data-based findings by teachers to their instruction is crucial in order to identify effects of instruction on student achievement results (Kirkpatrick, 1996).…”

Section: Data-based Decision-makingmentioning

confidence: 99%

Data-based decision making for teacher and student learning: a psychological perspective on the role of the teacher

Prenger

Schildkamp

2018

Educational Psychology

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“…Overall, we suggest that the effectiveness of DBDM is currently better established than it is for RITP. Evidence on the former illustrates that when data are used to improve teacher quality, this can lead to increased student learning and achievement (Carlson et al 2011;Faber and Visscher 2014;Lai et al 2014;Slavin et al 2011;Van Geel et al 2016). Reports on RITP illustrate that the use of research is associated with teacher, school and system performance (Cordingley 2013, Mincu 2014Supovitz 2015) More research is needed, however, to investigate the impact of RITP on student achievement.…”

Section: Effectivenessmentioning

confidence: 99%

Combining the best of two worlds: a conceptual proposal for evidence-informed school improvement

Brown

Schildkamp²,

Hubers³

2017

Educational Research

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Background: Data-based decision making (DBDM) and research-informed teaching practice (RITP) are key to teacher and school improvement.Currently, however, DBDM and RITP represent two distinct approaches to developing evidence-informed practice (EIP) and do not correspond to the all-encompassing notion of EIP envisaged by many academics and commentators.Purpose: DBDM and RITP are usually employed independently of each other. Each is associated with its own theoretical perspectives and research base, and each has its own pitfalls and strengths. Yet the approaches employed appear to be complementary, suggesting that there might be value in combining DBDM and RITP into one overarching process for achieving EIP. This paper presents the conceptual analysis and arguments for this proposal. Sources of evidence:Drawing from literature and previous research in the fields of DBDM, RITP and EIP, we describe both DBDM and RITP, before comparing and contrasting the integral aspects of each.Main argument: Our analysis leads us to suggest that not only is there overlap between these two approaches, but the strengths of each appear to mirror and compensate for the weaknesses of the other. As such, we argue that it is important that decisions in education are based on a combination of personal judgement, research evidence and local school data. This is Combining the Best of Two Worlds restricted Page 3 of 39 because such a combination is likely to lead to equitable, effective and efficient decisions that are informed by values and preferences, grounded in context and steeped in practices that have been shown to be effective elsewhere. Conclusions:We suggest that an effective strategy for EIP might be to achieve 'the best of two worlds' by integrating DBDM and RITP. In line with evidence-informed practices in medicine and management, this means EIP in education can finally be engaged in as a holistic approach to educational decision-making that critically appraises different forms of evidence before key improvement decisions are made. Our proposed approach, Evidence informed School and Teacher Improvement, is thus designed with the aim of enhancing the quality of educational provision by employing these evidence types as part of a systematic cycle of inquiry, focused on continuously improving the quality of learning in schools.Keywords: data-based decision making, research-informed teaching practice, evidenceinformed practice, evidence-informed school and teacher improvement, professional learning community, knowledge mobilisation.Barends, Eric, Denise M. Rousseau, and Rob B. Briner. 2014. "Evidence-based Management.The Basic Principles."

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Assessing the Effects of a School-Wide Data-Based Decision-Making Intervention on Student Achievement Growth in Primary Schools

Cited by 144 publications

References 47 publications

When Data Teams Struggle: Learning from Less Successful Data Use Efforts

When Data Teams Struggle: Learning from Less Successful Data Use Efforts

Data-based decision making for teacher and student learning: a psychological perspective on the role of the teacher

Combining the best of two worlds: a conceptual proposal for evidence-informed school improvement

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