Editorial article for the special issue on data-based decision making around the world: from policy to practice to results

Schildkamp, Kim; Ehren, Melanie; Lai, Mei Kuin

doi:10.1080/09243453.2011.652122

Cited by 65 publications

(51 citation statements)

References 16 publications

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“…Systematic use of data or evidence can lead to sustainable improvements in student learning and achievement (Schildkamp, Ehren & Kuin Lai, 2012) There are however, different perspectives on how this happens. The process of using data or evidences for educational improvement is far from being straightforward, assuming that practitioners follow the guidance offered by data or evidence in taking decisions, as Spillane (2012) points out.…”

Section: The Process Of Using Evidence To Improve Practicementioning

confidence: 99%

Knowledge partnerships between schools and universities: modelling the process of connection and relations

Sigurðardóttir

Morris²,

Skoglund

et al. 2018

Evidence and Policy

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Nutley, . We argue that there is a need to look at new ways of circulating knowledge through learning networks and cooperative knowledge production processes. School-University partnerships are an important arena for this.School-University Knowledge Exchange Schemes (SUKES) is a project that was set up by an international group of educational researchers and consultants in 2012 to investigate whether and how the recent policy emphasis on evidence-based practice was reflected in active knowledge exchange partnerships between researchers and practitioners. Our interest in this study is in forms of collaboration between researchers working in universities and practitioners in schools. The focus is on structured arrangements planned on a longer term basis than short life projects. We call these "schemes" to distinguish them from ad hoc relationships that sometimes grow up between schools and universities around, for example, teacher training.The term "exchange" is used to indicate that the association between the parties is two-way.Our focus is on arrangements in which both parties have things to offer each other and both are treated on equal terms. Thus a lecture series delivered to teachers by university staff, for example, is not included. The term "knowledge" is used to indicate that it is not anecdotal experience or points of views that are exchanged but observations, findings, concepts and theories which may derive from research, scholarship or reflections on experience.The aims of this paper are firstly to shed a light on different knowledge exchange schemes, their forms, theoretical background and characteristics, and then to come up with an integrated model of knowledge exchange partnership; secondly to suggest a conceptual model of the context and process of change in which knowledge exchange is a part. The analysis is based on a review of four different schemes that are active in four countries. The results are discussed in the light of a theoretical perspective with a focus on theory of change -meaning the kind of thinking and strategies actors build up in order to improve their systems' performance and outcomes.This information will be used to identify implications for the policy and practice of evidence use, and to indicate areas that still need to be addressed in the study of evidence use per se. Theories of changeLate in the 20 th century Tyack and Cuban (1995) were two of many that pointed out that most educational reform efforts so far had resulted in little change over the longer term. Once the extra efforts to implement the reform have been removed the improvements stopped or even went back to the position beforehand. Accordingly, changes that lead to sustainable, long lasting improvements are highlighted below, drawn from the current literature. Capacity building, inquiry orientated practice and data-driven decisions are considered as central themes of educational improvement (Fullan, 2016;Hargreaves and Shirley, 2013;Stoll & Louis, 2007). This is, for example, reflected in theories about the sc...

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Section: The Process Of Using Evidence To Improve Practicementioning

confidence: 99%

Knowledge partnerships between schools and universities: modelling the process of connection and relations

Sigurðardóttir

Morris²,

Skoglund

et al. 2018

Evidence and Policy

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“…De groeiende autonomie van scholen maakt dat beleidsmakers ten eerste verwachten dat scholen zelfstandig zijn in het bewaken en verbeteren van hun onderwijskwaliteit en dat informatie dus gebruikt wordt voor schoolontwikkeling. Daarnaast wordt van scholen echter ook verwacht dat ze op basis van objectieve parameters verantwoording afleggen over de eigen onderwijskwaliteit (Marsh, Pane, & Hamilton, 2006;Schildkamp, Ehren, & Lai, 2012). Voor scholen ontstaat er bijgevolg een tweespalt in de verwachtingen inzake informatiegebruik waarvan de balans, afhankelijk van het onderwijssysteem, meer kan overhellen naar schoolontwikkeling of naar verantwoording.…”

Section: Inleidingunclassified

Informatiegebruik in verantwoordingsgerichte en schoolontwikkelingsgerichte onderwijssystemen: een Nederlands-Vlaams perspectief

2014

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Wereldwijd wordt hoe langer hoe meer belang gehecht aan informatiegebruik in scholen. Hoewel verschillen in het informatiegebruik van scholen in onderzoek vaak gerelateerd worden aan een verantwoordingsgericht of schoolontwikkelingsgericht onderwijssysteem, is onderzoek dat informatiegebruik in verschillende onderwijssystemen diepgaand beschrijft en vergelijkt schaars. In deze studie onderzoeken we gelijkenissen en verschillen in het informatiegebruik van schoolleiders binnen een verantwoordingsgericht en een schoolontwikkelingsgericht onderwijssysteem, respectievelijk Nederland en Vlaanderen. De resultaten wijzen uit dat schoolleiders uit beide onderwijssystemen andere verwachtingen percipiëren inzake informatiegebruik, andere soorten informatie gebruiken en ook verschillen in de manieren waarop zij informatie gebruiken. Een opvallende vaststelling is dat sterkere verwachtingen naar verantwoording niet noodzakelijk in negatieve zin wegen op het schoolontwikkelingsgericht informatiegebruik van schoolleiders.

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“…Recently, several special journal issues and edited volumes have been dedicated to this topic Schildkamp, Ehren, & Lai, 2012;Schildkamp, Lai, & Earl, 2013;. Hamilton et al (2009) make recommendations regarding the use of student achievement to support instructional decisions based on the available evidence regarding data use.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…Several special issues regarding data use reflect the growing interest in DBDM (e.g. Mandinach & Gummer, 2015;Schildkamp et al, 2012;Schildkamp & Lai, 2013b;. The majority of studies has focused on the effects of DBDM initiatives on teachers' attitudes, knowledge and behavior.…”

Section: The Link Between Dbdm and Student Outcomesmentioning

confidence: 99%

“…Throughout the last decade, policy makers around the globe have increasingly emphasized the use of data in education to enhance student achievement (Orland, 2015;Schildkamp, Ehren, & Lai, 2012). As a result, the number of reform initiatives aimed at promoting 'databased decision making' (DBDM), or 'data-driven decision making' (DDDM) have increased rapidly (e.g.…”

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confidence: 99%

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

Geel¹,

Keuning²

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Editorial article for the special issue on data-based decision making around the world: from policy to practice to results

Cited by 65 publications

References 16 publications

Knowledge partnerships between schools and universities: modelling the process of connection and relations

Knowledge partnerships between schools and universities: modelling the process of connection and relations

Informatiegebruik in verantwoordingsgerichte en schoolontwikkelingsgerichte onderwijssystemen: een Nederlands-Vlaams perspectief

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

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