The quest for sustained data use: Developing organizational routines

Abstract

Question and conceptual approach Data use has become increasingly important in education, as it may improve student achievement (Datnow, Park, & Kennedy-Lewis, 2013). However, teachers often do not use data effectively (Ingram, Louis & Schroeder, 2004). Therefore, several professional development programs have been developed to support schools in effective data use (e.g. Wayman, Midgley, & Stringfield, 2006). An example of such a program is the data team procedure. An important question is whether this approach leads to sustainable changes in educators' data use (Fullan, 2007). Data use will only become and remain sustainable if it is implemented permanently (Desimone, 2009), for example by establishing organizational routines (Sherer & Spillane, 2011). Organizational routines are re-occurring action patterns, involving multiple actors (Feldman & Pentland, 2003). These routines consist of an ostensive aspect, which includes formal regulations and norms (e.g. scheduled data use meetings), and a performative aspect, which includes everyday practice (e.g. actual data use during these meetings). This results in the following research question:

Data literacy: What do educators learn and struggle with during a data use intervention?

“…Moreover, many data use interventions are implemented in schools, but changing educational practice permanently seems to be a challenge (e.g., Hubers, Schildkamp, Poortman, & Pieters, 2017). Sustainable interventions are essential for long-term educational improvement.…”

Effective characteristics of professional development programs for science and technology education

“…However, studies investigating the sustainability of such professional development initiatives have shown thin or even disappointing results. This is not only the case for professional development for science and technology education, but for all types of professional development (Van Veen et al 2010), including data use (Hubers et al 2017) and lesson study (Wolthuis et al 2020).…”

“…After engaging in professional development initiatives, teachers often make only superficial changes in their teaching behaviours or revert to their 'old' ways entirely after funding and support for their professional development are withdrawn (e.g., Coburn 2004, Hubers et al 2017, McLaughlin and Mitra 2001, Spillane 2000, Wolthuis et al 2020. Even when teachers try to continue innovating their teaching behaviour, there is a heightened risk of misuse and 'lethal mutations', thereby endangering the quality of the education they provide (McLaughlin andMitra 2001, Hubers et al 2017).…”

“…However, as teachers' professional development remains to be seen as one of the most important driving factors for improved science and technology education (Osborne andDillon 2008, Wilson 2013) it is important to determine whether such programmes live up to this expectation. Such insights help us understand why professional development programmes do or do not lead to the desired on-the-ground responses and actions in educational practice (e.g., Coburn 2004, Hubers et al 2017, McLaughlin and Mitra 2001, Spillane 2000, Wolthuis et al 2020. From a practical point of view, such information is critical for refining a professional development programme, optimising its effectiveness, and making an informed decision on whether it is worth a continued investment of effort and resources (Coburn andTurner 2011, Hubers 2016).…”

Forandringer i organisatoriske rutiner: Læsevejledning og testning i skolen som eksempel

“…Vi ønsker med denne artikel at undersøge laesevejledning og testning som organisatoriske rutiner og deres relation til den organisatoriske laering i skolen. Der eksisterer endnu ikke meget om dette tema i dansk skoleforskning, men der har vaeret en stigende interesse for organisatoriske rutiner i skolen på internationalt niveau (fx Hubers, Schildkamp, Poortman & Pieters, 2017;Sherer & Spillane, 2011;Spillane, Parise & Sherer, 2011;Woulfin, 2015). Vores forskningsspørgsmål er derfor:…”