Towards a culture of inquiry for data use in schools: Breaking down professional learning barriers through intentional interruption

Katz, Steven T.; Dack, Lisa Ain

doi:10.1016/j.stueduc.2013.10.006

Cited by 66 publications

(73 citation statements)

References 8 publications

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“…Katz and Dack () indicate that ‘recognition heuristics’ play a strong role in relation to assessment. Those aspects of learning that are most easily recognised are accorded most value, and Katz and Dack call for educators to take more time analyzing the data before leaping to action.…”

Section: Discussionmentioning

confidence: 99%

Assessment, teacher education and the emergence of professional expertise

Ellis

Smith

2017

Literacy

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This paper describes a new assessment tool that situates school literacy as a specific cultural, social and emotional practice. It reports evidence of the extent to which this tool seems to have helped student teachers to broker and balance different kinds of data and knowledge flows. The study shows that the tool was helpful in encouraging student teachers to deepen their understanding of individual domains and orchestrate across domain knowledge to account for why some children experience difficulty in learning to read. However, it also indicates that engagement in impactful, dynamic teaching situations helped the assessment tool to generate situated, meaningful knowledge and pedagogical understanding. This suggests that initial teacher education might need to re-think the range of student teachers’ practical experiences. The study suggests benefits in considering assessment tools and data that attend explicitly to the evidence of the wider learning context

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Section: Discussionmentioning

confidence: 99%

Assessment, teacher education and the emergence of professional expertise

Ellis

Smith

2017

Literacy

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“…Each of the participants took an active interest in others' research topics, making suggestions, providing feedback, and asking clarifying questions. This culture of inquiry was noted by Katz and Dack (2014) as being essential to promoting teachers' active learning through research. The role of the researchers as instructors / mentors was important to building this culture of inquiry and it morphed over time.…”

Section: Discussionmentioning

confidence: 99%

“…As Katz and Dack (2014) argued, teachers need a high level of support within their schools if they are to undertake research and engage in active learning opportunities. The participants felt that they received a high level of support from their schools and this encouraged them to volunteer for the project and to devote the time and energy necessary to successfully achieve their research goals.…”

Section: Discussionmentioning

confidence: 99%

“…Carr and Kemmis (2005) and Cochran-Smith and Lytle (2009) argued that school-based research should be an integral part of school culture. According to Katz and Dack (2014), a school culture of inquiry is needed to support teachers to undertake classroom-based research and actively participate in professional learning to improve their practice.…”

Section: Theoretical Background Teacher Learning and Professional Growthmentioning

confidence: 99%

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The Impact of Conducting Practitioner Research Projects on Teachers’ Professional Growth

Hilton¹,

Hilton²

2017

AJTE

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“…Our suggestions build on work related to collaborative data-use processes in the United States (Farley-Ripple & Buttram, 2014;Louis et al, 2010) as well as in international contexts (Earl & Hannay, 2011;Katz & Dack, 2014;Schildkamp & Teddlie, 2008). Although much work in the area of collaborative data use has focused on districtor campus-level improvement, we see potential in applying conceptions of collaborative data use-framed by Argyris and Schön's (1996) description of "single-loop" and "double-loop" learning-to examinations of mentoring relationships and processes, in particular.…”

Section: Directions For Future Studymentioning

confidence: 93%

Supporting Data-Informed Practice Among Early Career Teachers: The Role of Mentors

Jimerson

Choate²,

Dietz

2015

Leadership and Policy in Schools

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Equipping teachers to use data is a critical piece of the school improvement puzzle. To help early career teachers (ECT) develop data-use acumen, some districts utilize mentoring supports. While research on mentoring in general is well-developed, research on how mentoring can or does support data-informed practice is not.To address this gap, we examined perceptions about data use in a small Texas district; anticipated differences among comparison groups (i.e., mentors and non-mentors; mentors and ECT) did not emerge. We conclude that without careful selection and supports, mentors may not be able to support data-informed practice to the degree assumed.Equipping teachers to use data in the service of teaching and learning is a critical piece of the school improvement puzzle. Increasingly, policymakers press colleges of education to enact reforms so that teacher candidates graduate with a full slate of skills and enter teaching prepared to engage in robust data-informed practice from "day one" (Duncan, 2010).

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Towards a culture of inquiry for data use in schools: Breaking down professional learning barriers through intentional interruption

Cited by 66 publications

References 8 publications

Assessment, teacher education and the emergence of professional expertise

Assessment, teacher education and the emergence of professional expertise

The Impact of Conducting Practitioner Research Projects on Teachers’ Professional Growth

Supporting Data-Informed Practice Among Early Career Teachers: The Role of Mentors

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