Data-driven and/or evidence-based?

Bellmann, Johannes

doi:10.1007/s11618-016-0702-6

Cited by 24 publications

(6 citation statements)

References 14 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Die Ergebnisse der Literaturschau zeigen, dass der Umgang mit Daten in zugrunde liegenden Publikationen zumeist als Datenmanagement perspektiviert wird: Daten werden darin als Gestaltungsgrundlage in Steuerungsprozessen verstanden (Hartong & Förschler, 2019;Demski, 2017;Wurster & Richter, 2016). Daten dienen aufgrund der ihnen innewohnenden Möglichkeit zur Quantifizierung als Grundlage evidenzbasierter Steuerung und werden deshalb mit Aspekten von Monitoring, Leistungsmessung und Bildungsverwaltung im theoretischen Feld von Educational Governance verwoben (exemplarisch Schipolowski et al, 2022;Schiefner-Rohs et al, 2021;Hartong & Förschler, 2020;Bellmann, 2016;Selwyn, 2016;. Folglich werden Daten gezielt »zur Steuerung auf Ebene des Schulsystems, zur Weiterentwicklung schulischer Rahmenbedingungen und zur Verbesserung der Leistungen von Schülerinnen und Schülern« verwendet (Altenrath et al 2021, S. 100).…”

Section: Perspektiven Auf Die Schule: Datengetriebene Schulsteuerungunclassified

“…Folglich werden Daten gezielt »zur Steuerung auf Ebene des Schulsystems, zur Weiterentwicklung schulischer Rahmenbedingungen und zur Verbesserung der Leistungen von Schülerinnen und Schülern« verwendet (Altenrath et al 2021, S. 100). Mit diesen Ergebnissen stellen wir in der weiterführenden Interpretation der Literaturschau Bezüge zu organisationstheoretischen Forschungsarbeitenund im Speziellen der Perspektive Educational Governance -her (van Ackeren et al, 2016;Bellmann, 2016;Selwyn, 2016;.…”

Section: Perspektiven Auf Die Schule: Datengetriebene Schulsteuerungunclassified

See 1 more Smart Citation

Datafizierung (in) der Bildung

2023

Digitale Gesellschaft

View full text Add to dashboard Cite

Mit der Optimierung des Lehrens und Lernens durch Daten, Zahlen und Algorithmen nehmen die Nutzung digital erzeugter Daten oder automatisierte Auswertungsmethoden zu. Daten lassen sich nahezu beliebig miteinander verknüpfen und digitale Geräte, einzelne Plattformen und technische Ökosysteme befinden sich inzwischen im Dauerbetrieb. Scheinbare »Gewissheiten« und vermeintlich objektive(re) Rückmeldungen bestimmen so die pädagogische Praxis mit. Die Beitragenden des Bandes setzen sich kritisch mit (digitalen) Vermessungspraktiken in pädagogischen Kontexten und der allumfassenden Quantifizierung auseinander. Neben aktuellen Forschungsprojekten, die die dargelegten Ambivalenzen empirisch in den Blick nehmen, reflektieren darüber hinaus Forschende in Interviews die Erkenntnisse sowie eigene Erfahrungen für die Gegenwartsgesellschaft.

show abstract

Section: Perspektiven Auf Die Schule: Datengetriebene Schulsteuerungunclassified

Datafizierung (in) der Bildung

2023

Digitale Gesellschaft

View full text Add to dashboard Cite

show abstract

“…The first theme is nation-wide, obligatory and phrased by the ministry (e.g. 'further developing learning and teaching for individualization and competence-based teaching in inclusive settings /2016BMBF, 2015b). The second theme (and all further voluntary themes) is chosen by the individual school according to its need and interest.…”

Section: Development and Characteristics Of Sqamentioning

confidence: 99%

“…Recently, criticism of the evidence-based strategy has been increasing in the educational debate of the German-speaking area 1 (e.g. Bellmann, 2016). Cost, efficiency and professionalism are key areas of concern.…”

Section: Governance Changesmentioning

confidence: 99%

Revisions of evidence-based governance: The case of the Austrian quality management system SQA

Altrichter

Ettl

Grinner

et al. 2022

Policy Futures in Education

View full text Add to dashboard Cite

Throughout the last 30 years, many European countries have ‘modernized’ their governance of education. For the Central European school systems of Austria and the German Bundesländer it has been claimed that this ‘modernization’ was characterised by a sequence of reform ‘waves’ which culminated in introducing ‘evidence-based governance’ models characterised by nation-wide comparative performance testing, new school inspections, etc. This paper argues that we recently see the emergence of revisions of the original ‘evidence-based governance’ models which may be understood as a new ‘wave of modernization’ of school governance. These models aim to react to increasing criticism of the evidence-based philosophy, in particular to its ambivalent attitude to teacher professionalism. The paper at hand analyses the specific aspirations and features of ‘revised evidence-based governance instruments’ to discuss their potential as a policy future. In a second step, we take the Austrian quality management system SQA as an example for these new governance models. In an explorative study, we use case data to understand how teachers and school leaders evaluate this reform and its impact on their work. In particular, we are interested whether or not educational professionals feel that this reform conveys appreciation of and trust in their professional capacities.

show abstract

“…In recent years there has been increasing criticism of the evidence-based strategy in Germanspeaking countries (e.g., Bellmann, 2016). Epistemological critique challenged the assumption that there were general answers for improving specific contexts and complex interactions (Berliner, 2002;Biesta, 2007;Heinrich, 2018).…”

Section: Evidence-based Governance -Intentions and Mechanismsmentioning

confidence: 99%

Making sense of evidence-based governance reforms: an exploratory analysis of teachers coping with the Austrian performance standard policy

Altrichter

Gamsjäger

Plaimauer

et al. 2020

Leadership and Policy in Schools

View full text Add to dashboard Cite

During recent years many European countries have modernized the governance of their education systems according to an 'evidence-based model' which, e.g., materialized in new school inspections and comparative performance assessment. Qualitative case study data of six primary and secondary schools is used to explore in-school processes of sensemaking and constructing consequences of the Austrian performance standard policy (which is taken as an exemplar for evidence-based reforms). Teachers' understandings and actions are compared with the normative claims underlying this policy. Results show that only two of the five processes claimed to be effective for school improvement through performance standards are found in the data.

show abstract

Data-driven and/or evidence-based?

Cited by 24 publications

References 14 publications

Datafizierung (in) der Bildung

Datafizierung (in) der Bildung

Revisions of evidence-based governance: The case of the Austrian quality management system SQA

Making sense of evidence-based governance reforms: an exploratory analysis of teachers coping with the Austrian performance standard policy

Contact Info

Product

Resources

About