Equity Audits as a Tool of Critical Data-Driven Decision Making: Preparing Teachers to See Beyond Achievement Gaps and Bubbles

Dodman, Stephanie; DeMulder, Elizabeth K.; View, Jenice L.; Swalwell, Katy; Stribling, Stacia M.; Ra, Sophia; Dallman, Laura

doi:10.1080/01626620.2018.1536900

Cited by 23 publications

(22 citation statements)

References 33 publications

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“…Learning analytics can thus provide learners with insight into their own learning habits and give recommendations for improvement, or, for example, help identify "at risk" learners. Through learners' static (e.g., demographics or past attainment) and dynamic (e.g., pattern of online logins; quantity of discussion posts) data, researchers have tried to "classify" learners' trajectories (e.g., "at risk," "high achiever," "social learner") or predict which students are likely to succeed or drop out of a particular course (Dodman et al, 2019) with a view to offering more timely interventions (e.g., extra social and academic support; more challenging tasks). As such learning analytics is focused both on the processes and outcomes of learning.…”

Section: Data Analyticsmentioning

confidence: 99%

The Ethics of Using Digital Trace Data in Education: A Thematic Review of the Research Landscape

Hakimi

Eynon

Murphy

2021

Review of Educational Research

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This article presents the findings of a systematic qualitative analysis of research in the ethics of digital trace data use in learning and education. From the resulting analysis of 77 peer-reviewed studies, we (1) map the characteristics of research by study type, academic community, institutional setting, and national context; (2) identify the primary ethical concerns and related responses; and (3) highlight the research gaps. Four areas of focus are identified in this emerging area: (1) privacy, informed consent, and data ownership; (2) validity and integrity; (3) ethical decision making; and (4) governance and accountability. We highlight the lack of evidence particularly for preschool and school-aged children and the disparate communities working in this domain, and we suggest a more cohesive approach, where the wider learning and educational ecosystem is recognized, explicit engagement with ethical theory is central, and mid- to long-term ethical issues are considered alongside immediate concerns.

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Section: Data Analyticsmentioning

confidence: 99%

The Ethics of Using Digital Trace Data in Education: A Thematic Review of the Research Landscape

Hakimi

Eynon

Murphy

2021

Review of Educational Research

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“…Neoliberal education reform, based on a belief in free markets, the reduction of public expenditures for social services, deregulation, and privatization, has been the engine for the economic functionalism of schools (Hursh & Martina, 2003). Schools, teachers, and students are monitored and judged through the use of standardized data to ensure neoliberalism's principles of "accountability," "choice," and "efficiency" (Dodman et al, 2019;Hursh, 2007). Curriculum has narrowed to serve these efficiencies, including a pushback against bilingual education, multicultural and ethnic studies curricular advocacy, and teacher agency has diminished as a result.…”

Section: Resultsmentioning

confidence: 99%

Social Justice and Teacher Professionalism in the United States in Historical Perspective: Fractured Consensus

Pawlewicz¹,

View²

2020

Handbook on Promoting Social Justice in Education

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“…days or weeks) and offered through courses. In a study by Dodman et al (2019), for example, teachers were engaged in a ten-week audit process through which they collected and analysed the proportionality of student demographics (e.g. race and ethnicity).…”

Section: Goals Dimensions and Conditions Of Data Use Pdismentioning

confidence: 99%

“…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, 2017;Kippers et al, JPCC 7,3 2018;Poortman and Schildkamp, 2016). The other models were also found, such as an audit model (Dodman et al, 2019) and Mandinach and Gummer's data literacy for teaching model (Reeves and Chiang, 2018).…”

Section: Goals Dimensions and Conditions Of Data Use Pdismentioning

confidence: 99%

“…Data use PDIs usually involved teachers and the entire school teams, such as administrative staff, academic, data or support coordinators, school leaders or directors (e.g. Bolhuis et al, 2016;Dodman et al, 2019;McNaughton et al, 2012;Staman et al, 2017;van Geel et al, 2017a, b;van Kuijk et al, 2016). The studies also highlighted the importance of technical, organisational and emotional support from school management (Bolhuis et al, 2016;van Kuijk et al, 2016).…”

Section: Goals Dimensions and Conditions Of Data Use Pdismentioning

confidence: 99%

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

Ansyari

Groot

Witte

2022

JPCC

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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.

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Equity Audits as a Tool of Critical Data-Driven Decision Making: Preparing Teachers to See Beyond Achievement Gaps and Bubbles

Cited by 23 publications

References 33 publications

The Ethics of Using Digital Trace Data in Education: A Thematic Review of the Research Landscape

The Ethics of Using Digital Trace Data in Education: A Thematic Review of the Research Landscape

Social Justice and Teacher Professionalism in the United States in Historical Perspective: Fractured Consensus

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

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