Teachers’ decision-making: Data based or intuition driven?

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

doi:10.1016/j.ijer.2017.02.013

Cited by 92 publications

(91 citation statements)

References 15 publications

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“…After data have been collected, the users must engage in a sense-making process (Weick 1995;Vanlommel et al 2017) (see Figure 1). The data need to be analysed and interpreted to identify problems (i.e.…”

Section: Sense-makingmentioning

confidence: 99%

“…when users are not meeting the agreed goals) and possible causes of these problems. At this stage, the data users have to engage in a sense-making process, because the implications regarding solutions to the problems and consequent actions based on the analysis of the data are often not self-evident (Mandinach et al 2008;Marsh 2012;Vanlommel et al 2017). During the sense-making process, the information needs to be combined with local expertise, understanding and experience, to turn it into knowledge that can be used in the improvement process.…”

Section: Sense-makingmentioning

confidence: 99%

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Data-based decision-making for school improvement: Research insights and gaps

Schildkamp

2019

Educational Research

175

163

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Background: Data-based decision-making in education often focuses on the use of summative assessment data in order to bring about improvements in student achievement. However, many other sources of evidence are available across a wide range of indicators. There is potential for school leaders, teachers and students to use these diverse sources more fully to support their work on a range of school improvement goals. Purpose and sources of evidence: To explore data-based decisionmaking for school improvement, this theoretical paper discusses recent research and literature from different areas of data use in education. These areas include the use of formative assessment data, educational research study findings and 'big data'. In particular, the discussion focuses on how school leaders and teachers can use different sources of data to improve the quality of education. Main argument: Based on the literature reviewed, an iterative model of data use for school improvement is described, consisting of defining goals for data use, collecting different types of data or evidence (e.g. formal data, informal data, research evidence and 'big data'), sense-making, taking improvement actions and evaluation. Drawing on the literature, research insights are discussed for each of these components, as well as identification of the research gaps that still exist. It is noted that the process of data use does not happen in isolation: data use is influenced by system, organisation and team/individual level factors. Conclusions: When it comes to using data to improve the quality of teaching and learning, it is evident that some of the most important enablers and barriers include data literacy and leadership. However, what is less well understood is how we can promote the enablers and remove the barriers to unlock, more fully, the potential of data use. Only then can data use lead to sustainable school improvement.

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Section: Sense-makingmentioning

confidence: 99%

Section: Sense-makingmentioning

confidence: 99%

Data-based decision-making for school improvement: Research insights and gaps

Schildkamp

2019

Educational Research

175

163

View full text Add to dashboard Cite

show abstract

“…It is important to note that students are not usually involved in these evaluations and school staff's perceptions of each student's future, as well as of their attitudes and behaviours, may be subject to social, gender and ethnic biases (Boone & Van Houtte, ; Vanlommel et al ., ). Furthermore, as illustrated by the extract from the focus group discussion above, advice and decisions made by school staff during evaluation procedures are based not only on the students’ actual age and the fact that they may be older than their peers, but also on the level of ‘maturity’ reflected in the students’ attitudes and behaviours.…”

Section: Resultsmentioning

confidence: 97%

“…School staff's views on students’ level of maturity and age shaped teachers’ expectations and were thus found to be a key factor during evaluation procedures and when formulating advice for students. Yet, views on maturity frequently differ between students and school staff members and may be subject to social, ethnic and gender bias (Boone & Van Houtte, ; Vanlommel et al ., ). Thus, despite the central role that age plays in the organisation of education, there are no clear definitions of maturity or what is expected of students; nor are there well‐defined or clear guidelines about the role that age should play in education.…”

Section: Resultsmentioning

confidence: 97%

Age is more than just a number! The role of age and maturity in the processes leading to early school leaving in Flanders (Belgium)

Praag

Caudenberg

Orozco

2018

British Educational Res J

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In many educational systems, age is used as a criterion to organise education. Children's age is used to group students together and indicate entry into particular programmes. The use of age for organisational purposes in education stems from the idea that age provides an indication of the development of children, which is associated with teaching and learning. However, more far-reaching consequences of age-related educational practices are insufficiently recognised in policy and academic research. Qualitative methods are used to study students and school personnel in diverse types of educational institutions in Flanders (Belgium) to assess how age and age-related issues matter for the students' educational trajectories and educational decision-making processes leading to early school leaving. Data analyses reveal that school staff members consider age and perceived maturity during evaluation procedures. Students also consider age during educational decisionmaking processes: when getting older or being too old for the grade, students increasingly weigh the costs and benefits associated with getting an educational qualification and being enrolled in school and alternative opportunities. Students' expectations related to age shape their school experiences and feelings of belonging. The findings of this study demonstrate how these educational practices add to the reproduction of inequalities through education. These results could inform debates concerning the evaluation procedures in secondary education, compulsory education and the reduction of early school leaving in Europe.

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“…Teachers draw their decisions from their experiences based on facts and repeated exercises that build knowledge about students, pattern recognition, and their beliefs of how to educate their students (Vanlommel, Van Gasse, Vanhoof, & Petegem, 2017).…”

Section: Criterion 2: Cultural Competencymentioning

confidence: 99%

Culturally relevant teachers : a critical beacon in the educational standards movement.

Pleasant¹

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Teachers’ decision-making: Data based or intuition driven?

Cited by 92 publications

References 15 publications

Data-based decision-making for school improvement: Research insights and gaps

Data-based decision-making for school improvement: Research insights and gaps

Age is more than just a number! The role of age and maturity in the processes leading to early school leaving in Flanders (Belgium)

Culturally relevant teachers : a critical beacon in the educational standards movement.

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