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

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

“…Furthermore, for data teams to lead to school improvement and organizational learning, psychological factors, such as attitude and perceived control, also seem to be important. For example, a study by Prenger and Schildkamp (2018) found that these psychological factors could explain 23.9% of the variance in teachers' data use. Further research is needed on how school leaders could influence psychological factors such as attitude.…”

“…Furthermore, teacher characteristics, such as data literacy (Earl & Katz, 2006;Hoogland et al, 2016;Little, 2012;Mandinach, 2012;Marsh, Pane, & Hamilton, 2006;Nelson & Slavit, 2007;Park & Datnow, 2009;Supovitz & Klein, 2003;Wohlstetter et al, 2008), and dispositions toward the educational problem and data use (e.g., attitude, self-efficacy, locus of control, ownership) and trust in the data (team) (Hoogland et al, 2016;Prenger & Schildkamp, 2018;Schildkamp & Poortman, 2015) also influence the use of data in data teams.…”

The theoretical framework of factors influencing the pedagogical decision-making

“…In the past decade, there has been an increased attention to data-based decision-making in education (Prenger & Schildkamp, 2018;Vanlommel et al, 2018). Data-based decision-making according to Prenger and Schildkamp (2018), can be defined "as teachers' systematic analysis of data sources in order to study and adapt their educational practices for the purpose of maximizing learning results" (p. 1). The main idea of data based decision-making is that teachers must invoke the findings from their data use to their personal teaching activities (Prenger & Schildkamp, 2018).…”

“…Data-based decision-making according to Prenger and Schildkamp (2018), can be defined "as teachers' systematic analysis of data sources in order to study and adapt their educational practices for the purpose of maximizing learning results" (p. 1). The main idea of data based decision-making is that teachers must invoke the findings from their data use to their personal teaching activities (Prenger & Schildkamp, 2018). This use can increase the quality of educational decisions (Vanlommel et al, 2018).…”

Motivation and post-secondary education

“…DeBacker et al (2018) implemented a one-shot growth mindset intervention with longitudinal design and found this intervention can promote incremental views of intelligence and reduce the prevalence of performance goals. Prenger and Schildkamp (2018) indicated that teachers can improve their instruction which can lead to increased achievement results of students by applying the data based decision making. Kokkinos and Voulgaridou (2018) investigated the links between self-esteem, perceived scholastic competence, motivation, and learning strategies.…”