School characteristics influencing the implementation of a data-based decision making intervention

Geel, Marieke van; Visscher, Arend J.; Teunis, B.

doi:10.1080/09243453.2017.1314972

Cited by 17 publications

(29 citation statements)

References 31 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…, 2017; van der Scheer and Visscher, 2016, 2018; van Geel et al. , 2016, 2017a, b). In other studies, teachers were guided through an eight-step model of data use, comprising of 1) problem definition, 2) formulating hypotheses or questions, 3) data collection, 4) data quality check, 5) data analysis, 6) interpretation and conclusion, 7) implementing improvement measures, and 8) evaluation (Ebbeler et al.…”

Section: Resultsmentioning

confidence: 99%

A systematic review and meta-analysis of data use professional development interventions

Ansyari

Groot

Witte

2022

JPCC

View full text Add to dashboard Cite

PurposeProfessional development interventions (PDIs) are crucial for equipping teachers to use data effectively. Relying on previous studies reporting on such interventions, this paper aims to identify and synthesise the goals, dimensions and conditions of PDIs for data use. This paper also examines the evidence of the effect of such interventions on student outcomes.Design/methodology/approachIn this study, the authors employ a systematic literature review and meta-analysis to analyse teacher PDIs for data use.FindingsThe results suggest that conceptual, practical and continual goals are identified in data use PDIs. Supported by conceptual, practical or normative tools, facilitators employ a variety of techniques in facilitating teachers’ data use through data teams or professional learning communities. The facilitation techniques include assessing needs, using models or modelling, observing performance, providing feedback, providing built-in time for reflection and brokering. Further, the results highlight the influence of several conditions that contribute to the success of the interventions. Finally, the meta-analysis shows a significant positive effect of the interventions on student outcomes, with an effect size of 0.17.Research limitations/implicationsThe authors' proposed framework should be empirically tested and validated through field studies in various contexts. Since the authors focussed on studies reporting data use PDIs for instructional purposes as well as providing the descriptions of the PDIs, the number of included studies was only 27 and represented only four countries. Of the 27, 10 studies were used for the meta-analysis and the results may be subject to publication bias. Seemingly, the result may be related to the authors' inclusion/exclusion criteria that only included peer-reviewed journal articles and excluded non-peer-reviewed studies such as theses or dissertations. This criterion potentially neglected some relevant studies.Practical implicationsPolicymakers interested in developing a data use PDI should take into account the various goals of data use PDIs, depending on policymakers' interests. Building teachers’ understanding of data use can be addressed by the practical goals. This can be conducted within a short period of time through training or courses, either in-person or online. This is appropriate for an initiation strategy for data use within schools. However, targeting specific skills and dispositional attributes around data use should adopt practical and continual goals. These types of goals require a PDI with a sustained duration embedded in teachers’ classroom practices; therefore, political and practical support is necessary.Social implicationsThe authors argue that the review findings contribute to knowledge and insights by presenting data use PDIs that support teacher learning, implementation and sustainability of data use practices.Originality/valueThis article provides a proposed framework for studying teacher PDIs for data use and sheds light on several goals, a variety of facilitation strategies and conditions and the effect of the interventions on student outcomes.

show abstract

Section: Resultsmentioning

confidence: 99%

A systematic review and meta-analysis of data use professional development interventions

Ansyari

Groot

Witte

2022

JPCC

View full text Add to dashboard Cite

show abstract

“…In such settings, teachers' sense that they can achieve their goals should increase, and they may become more interested in professionalization and joint work efforts. With a distributive leadership infrastructure, school leaders also should encourage and support teams to perform inquiry-based work and grant them space to collaborate in analyzing their circumstances and determining their priorities accordingly (Buske, 2018;Van Gasse et al, 2017;van Geel et al, 2017). Compatibility across all of these factors may enhance teachers' capacity to change even further.…”

Section: Discussionmentioning

confidence: 99%

“…Task interdependency in this context refers to teachers' perceptions of the extent to which the task performance of one team member depends on the task performance of others (Runhaar et al, 2013). In work settings, teachers need their colleagues to stand behind them, respect their opinions, and support them when problems occur; change requires that teachers join forces (Geijsel et al, 1999;van Geel et al, 2017).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

The effects of distributed leadership and inquiry-based work on primary teachers’ capacity to change: testing a model

Amels

Krüger²,

Suhre

et al. 2020

School Effectiveness and School Improvement

View full text Add to dashboard Cite

This article studies the relationship between teachers' perceptions of distributive leadership and inquiry-based work in primary schools and the resulting impact on those teachers' capacity to contribute to educational change. The path analysis that tests the proposed model relies on questionnaire data collected from 787 teachers in 65 primary schools. The results indicate a direct, positive effect of distributive leadership on teachers' collaboration and collegiality, as well as on their motivation to contribute to educational change. Inquiry-based work positively mediates the effect of such leadership styles on three aspects of teachers' capacity to change: collaboration, professional learning activities, and motivational factors. Therefore, all three promising aspects can be reinforced if teachers adopt leadership roles and combine these roles with inquiry-based work practices.

show abstract

“…Teachers’ perceived ability and confidence can directly relate to their data use (Castillo et al, 2016a). Indeed, several studies have shown that a lack of confidence significantly contributes to the use, or nonuse, of student data (Datnow & Hubbard, 2016; van Geel et al, 2017). Likewise, teachers’ anxiousness around DBDM can impact on their confidence and lead to decreased use for teachers who are more apprehensive about DBDM (Barnes et al, 2019).…”

Section: Teacher Confidencementioning

confidence: 99%

Factors Related to Data-Based Decision-Making: Examining Experience, Professional Development, and the Mediating Effect of Confidence on Teacher Graph Literacy

2020

View full text Add to dashboard Cite

In tiered instructional systems (Response to Intervention [RTI]/Multitier System of Supports [MTSS]) that rely on ongoing assessment of students at risk of experiencing academic difficulties, the ability to make informed decisions using student data is critical for student learning. Prior research has demonstrated that, on average, teachers have difficulty analyzing and interpreting student progress-monitoring (PM) data presented graphically (i.e., graph literacy). This study examines the impact that teacher training, experience, and confidence have on teacher graph literacy, using structural equation modeling. Data were gathered from a nationally representative sample of 309 teachers and included latent variables related to their experience (e.g., years teaching, years working with RTI), training (e.g., hours of data-based decision-making [DBDM] professional development), and confidence (e.g., confidence in interpreting data, confidence in determining student response) as well as data-based decision-making skills on a graph literacy assessment. Findings indicate that latent experience and confidence factors predicted graph literacy but training did not. Furthermore, training increased teacher confidence but experience did not. Finally, confidence did not mediate the effect of experience or training on graph literacy.

show abstract

School characteristics influencing the implementation of a data-based decision making intervention

Cited by 17 publications

References 31 publications

A systematic review and meta-analysis of data use professional development interventions

A systematic review and meta-analysis of data use professional development interventions

The effects of distributed leadership and inquiry-based work on primary teachers’ capacity to change: testing a model

Factors Related to Data-Based Decision-Making: Examining Experience, Professional Development, and the Mediating Effect of Confidence on Teacher Graph Literacy

Contact Info

Product

Resources

About