Teacher collaboration on the use of pupil learning outcome data: A rich environment for professional learning?

Gasse, Roos Van; Vanlommel, Kristin; Vanhoof, Jan; Petegem, Peter Van

doi:10.1016/j.tate.2016.07.004

Cited by 31 publications

(22 citation statements)

References 33 publications

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“…Furthermore, data need to be triangulated and alternative options should be discussed to challenge personal assumptions. Where individual teachers often struggle to analyze and interpret data, collaboration is considered to solve these problems (Hubbard, Datnow, & Pruyn, 2014; Van Gasse, Vanlommel, Vanhoof, & Van Petegem, 2016). Collaboration incorporates support and mutual reflection among teachers when making sense of data, alignment in and transparency of decision criteria, and a shared responsibility with regard to the high-stakes decisions (Datnow et al, 2012; Jimerson et al, 2016; Mandinach & Jimerson, 2016).…”

Section: Conclusion and Discussionmentioning

confidence: 99%

How Do Teachers Make Sense of Data in the Context of High-Stakes Decision Making?

Vanlommel

Schildkamp

2018

American Educational Research Journal

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This study examines the way teachers make sense of data in the context of high-stakes decision making, such as decisions related to student placement in educational tracks. Different types of data, data collected rationally and intuitively, may be used in this sensemaking process, and the same data may be interpreted in different ways by different teachers. Results show that teachers base their decisions on rational processes only to a limited extent. Teachers collect a great amount of data intuitively, and they sometimes interpret data collected rationally by personal criteria and triangulate data to a very limited extent. Since fair educational decisions are informed by a rational collection and a transparent interpretation of data, implications for theory and practice are provided.

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Section: Conclusion and Discussionmentioning

confidence: 99%

How Do Teachers Make Sense of Data in the Context of High-Stakes Decision Making?

Vanlommel

Schildkamp

2018

American Educational Research Journal

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“…An explanation may lie in the fact that for data discussion and interpretation, teachers lay slightly less weight on the specific colleagues involved in their interactions. As prior research has shown, teachers use interactions in these phases to build a frame of reference (Van Gasse et al, 2016). Therefore, more colleagues may be suitable to interact with in these phases, and thus perceptions of what is happening at formal team meetings do not seem to play an important role.…”

Section: Discussionmentioning

confidence: 99%

“…This implies that teachers interact from shared values and goals and that there is collective responsibility for pupils' learning (Horn & Little, 2010;Moolenaar, Sleegers, & Daly, 2012;Stoll, Bolam, McMahon, Wallace, & Thomas, 2006). Nevertheless, if data use interactions occur, teachers are not likely to share responsibility with colleagues in data use, with the result that brief exchanges of information take place rather than powerful learning activities (Van Gasse, Vanlommel, Vanhoof, & Van Petegem, 2016;. The aforementioned issues mean that the value of learning outcomes from data use interactions must be put into question (Van Gasse et al, 2016).…”

Section: Introductionmentioning

confidence: 99%

“…Nevertheless, if data use interactions occur, teachers are not likely to share responsibility with colleagues in data use, with the result that brief exchanges of information take place rather than powerful learning activities (Van Gasse, Vanlommel, Vanhoof, & Van Petegem, 2016;. The aforementioned issues mean that the value of learning outcomes from data use interactions must be put into question (Van Gasse et al, 2016).…”

Section: Introductionmentioning

confidence: 99%

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The effect of formal team meetings on teachers’ informal data use interactions

Gasse

2019

FLR

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In recent years, the emphasis on interaction in data use has grown because of its potential to support individual teachers. However, in practice, teachers do not appear to interact widely in their use of data, either formally or informally. To gain knowledge of how sustainable data use interactions can be facilitated, this study investigated how formal data use in teams of teachers affects the teachers' informal interactive data use. A survey provided insight into 72 teachers' perceptions of data use discussion, interpretation, diagnosis and action at formal team meetings. Subsequently, social network analysis of seven teacher informal data use networks revealed that teachers with more positive perceptions about formal data use become more active in their informal data use network. Within the problem diagnosis phase, this tendency is to generalize across the participating teams. The results of this study imply that, particularly to define problems and formulate actions based on pupil learning outcome data, it is necessary to ensure strong connections between teachers in formal groupings in order to affect their informal interactive behaviour.

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“…Challenging factors which hinder effective work in co-teaching relationships are disdain for other’s professional roles, organizational and systemic issues (Suc et al, 2017) and dissonance between teacher identity as an inclusive educator and the demands of everyday practice (Naraian & Schlessinger, 2018). Although forms of co-teaching may provide a meaningful context for the construction of joint knowledge (Rytivaara & Kershner, 2012; Van Gasse et al, 2016), the need for a better exchange of expertise across professional borders in the context of inclusive education is underlined (Hesjedal et al, 2015). It is evident that how school types and school-type-specific demands such as learning techniques may play a role in the perception of instructional responsibilities in co-teaching, have been neglected so far.…”

Section: Instructional Responsibilities In Co-teaching Practicementioning

confidence: 99%

Perceptions of regular and special education teachers of their own and their co-teacher’s instructional responsibilities in inclusive education: A case study

Lindacher

2020

Improving Schools

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Co-teaching is fundamental to inclusive education. However, the way co-teaching is implemented, varies considerably, and establishing and allocating instructional responsibilities does not follow a standardized pattern. This study is based on four cases – two located at traditional secondary schools and two at newly created community schools – and includes semi-structured in-depth interviews with four regular teachers and four special education teachers. It aims at providing insight into how co-teaching partners in Germany perceive their own and their partner’s instructional responsibilities. Data are analyzed with a structuring technique of qualitative content analysis. It becomes evident that the partners in each case do not always follow identical instructional intents. Nonetheless, different types of teacher knowledge seem to complement each other effectively in co-teaching relationships. Although, of course provided primarily for pupils with special needs, special education expertise also seems to support pupils without such needs. The results indicate a need to secure and integrate co-teaching relationships structurally into a school’s development process. The article concludes with some options for development in practice.

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Teacher collaboration on the use of pupil learning outcome data: A rich environment for professional learning?

Cited by 31 publications

References 33 publications

How Do Teachers Make Sense of Data in the Context of High-Stakes Decision Making?

How Do Teachers Make Sense of Data in the Context of High-Stakes Decision Making?

The effect of formal team meetings on teachers’ informal data use interactions

Perceptions of regular and special education teachers of their own and their co-teacher’s instructional responsibilities in inclusive education: A case study

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