The effects of professional development on the attitudes, knowledge and skills for data-driven decision making

Staman, Laura; Visscher, Arend J.; Luyten, Hans

doi:10.1016/j.stueduc.2013.11.002

Cited by 34 publications

(58 citation statements)

References 15 publications

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“…In this case, self-reflection might boost teachers' expectation to be efficacious in judging students fairly on merits and not on appearance. With practice, this might transfer to one's efficacy beliefs about the capacity to apply data-driven decision making, aimed at improving one's teaching (Bandura 1997;Schwarzer and Hallum 2008;Staman et al 2014). Teaching pre-service teachers about the factors that might play a role in judgment formation such as stereotypes, attitudes, and particular student characteristics can help to increase their awareness of biasing factors (Pendry et al 2007).…”

Section: Discussionmentioning

confidence: 99%

Pre-service teachers’ academic judgments of overweight students

2017

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Overweight children in schools can become victims of stereotyping and discrimination from both peers and teachers. Research on stereotypical expectations and impression and judgment formation has suggested that teachers might rely on their negative stereotypical expectations when judging students. In the present study, we experimentally investigated whether pre-service academic subject teachers' judgments about students were biased through stereotypical expectations about students' weights. Pre-service teachers were presented with a case report of an overweight-and a normal-weight student, and judged their academic performance and social skills. Results demonstrated that the overweight student was judged as performing better compared to his normal-weight counterpart academically while perceived social skills did not differ. Response latencies suggest that these findings relate to pre-service teachers' positive stereotypical beliefs about overweight students. These findings inspire to further investigate this surprising positivity bias and develop trainings for pre-service students to overcome other stereotypical expectations, which should ideally lead to evaluations based solely on actual academic performance and not stereotypical expectations, whether they are positive or negative.

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Section: Discussionmentioning

confidence: 99%

Pre-service teachers’ academic judgments of overweight students

2017

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“…The participants included the school leader, academic coach, and teachers of Grades 1 to 3 in the first intervention year and the school leader, academic coach, and teachers of Grades 4 to 6 in the second year in the eastern part of The Netherlands (Staman, Visscher, & Luyten, 2014). Based on the results of the Focus I intervention, and experiences with these schools in combination with insights from the literature on professional development and comprehensive school reform, the intervention was optimized and implemented in 53 schools during the 2011 to 2013 academic years as the Focus II intervention (Van Geel, .…”

Section: The Dbdm Interventionmentioning

confidence: 99%

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

Geel

Visscher

Teunis³

2017

School Effectiveness and School Improvement

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There is an increasing global emphasis on using data for decision making, with a growing body of research on interventions aimed at implementing and sustaining data-based decision making (DBDM) in schools. Yet, little is known about the school features that facilitate or hinder the implementation of DBDM. Based on a literature review, the authors identified 12 potentially critical factors for the successful implementation of DBDM. Following an intensive DBDM intervention, 16 schools' characteristics were studied and related to the success of DBDM implementation after participating in an intensive DBDM intervention for 2 subsequent academic years. Strong instructional leadership, maximum exposure to the intervention, standardization of work processes, as well as staff continuity and a strong academic coach appear to be strongly related to implementation success. The remaining school context features and the culture and structure of the schools were not associated with the success of DBDM implementation. ARTICLE HISTORY

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“…Before DBDM was introduced, often only school leaders and academic coaches used data from a SMS to analyze student achievement. Staman, Visscher and Luyten (2014) found that initial scores for school leaders and internal coaches were significantly higher than for teachers, a finding we expect to replicate (hypothesis 2). Also, it was expected that data literacy of educators with a master's degree would initially be higher, since they would be more familiar with statistical concepts and graphical data representations as compared to educators with higher education (hypothesis 3), which is the required level of education for teachers in the Netherlands.…”

Section: Research Question and Hypothesesmentioning

confidence: 68%

“…Based on the results of another, quite similar intervention project, it is known that this intervention can lead to a considerable improvement in the correct interpretation of student achievement data (Staman et al, 2014). However, especially teachers still proved to make some misinterpretations after the intervention.…”

Section: Conclusion and Discussionmentioning

confidence: 99%

Implementation and effects of a school-wide data-based decision making intervention

Geel¹,

Keuning²

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The effects of professional development on the attitudes, knowledge and skills for data-driven decision making

Cited by 34 publications

References 15 publications

Pre-service teachers’ academic judgments of overweight students

Pre-service teachers’ academic judgments of overweight students

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

Implementation and effects of a school-wide data-based decision making intervention

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