Towards Data-Informed Decisions: From Ministry Policy to School Practice

Dunn, Robert R.; Jaafar, Sonia Ben; Earl, Lorna; Katz, Steven T.

doi:10.1007/978-94-007-4816-3_9

Cited by 4 publications

(5 citation statements)

References 22 publications

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“…There is less consensus about the ways in which the evidence can contribute to this purpose. Some argue that better use of evidence is essential for schools to shift from an industrial era to a knowledge era (Dunn, Ben Jaafar, Earl & Katz, 2013). An associated argument is that if schools are to fulfill their mission of educating all students, rather than just those who have traditionally succeeded (an idea fundamental to the development of adaptive expertise) then collecting and analysing systematic evidence on their learning and progress is essential (Daly, 2012).…”

Section: Focus One: the Interpretation And Use Of Evidencementioning

confidence: 99%

Using triadic reflective dialogue to support active learning

Mellon¹

2022

Ideas for Active Learning

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Context forms the wallpaper for all the other conditions and processes and serves to shape the professional conversations but at the same time is shaped by them.Contexts include national, jurisdictional, sector, region and school contexts, as well as the professional learning context in which the conversations are situated.These enablers are the conditions and processes that support professionals to examine the effectiveness of their practice and be committed to make appropriate changes for improvement.AITSL commissioned Professor Helen Timperley, University of Auckland, to undertake the Professional Conversations and Improvement-Focused Feedback literature review to draw together national and international research in relation to conversations that support professional growth. The purpose of the review was to examine the characteristics and impact of these conversations, synthesise the common themes and identify the enablers and barriers to effective professional conversations. The review looked at professional conversations that achieved real changes in teaching practice, improved student outcomes, created better solutions to problems or developed new practice.The Australian Professional Standards for Teachers and the Australian Professional Standard for Principals are underpinned by a view of professionalism that goes beyond technical competencies. This view encompasses the type of individual who is driven by the moral imperative to promote the engagement, learning, and well-being of each of their students and continues to learn and improve their knowledge and skills. The analysis in Professional Conversations and Improvement-Focused Feedback was framed in terms of the type of professionalism the conversations promoted and collated under the descriptor of adaptive expertise.Adaptive expertise is needed to navigate the constant societal and technological changes present in today's complex education contexts. Characterised by teachers and leaders developing agency for their own improvement, adaptive expertise challenges the belief that expertise is developed simply through repeated practice.

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Section: Focus One: the Interpretation And Use Of Evidencementioning

confidence: 99%

Using triadic reflective dialogue to support active learning

Mellon¹

2022

Ideas for Active Learning

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“…First, this policy can affect the accessibility and availability of data for schools. For example, The Ontario Ministry of Education ascertained that there is a set up in their system in a way that enables schools to access data without difficulty (Dunn et al 2012). Second, the policy can also give pressure to schools in regard the use of data (Schildkamp et al, 2012).…”

Section: The External Policy Characteristicsmentioning

confidence: 99%

“…For example, teachers may ignore the data which they consider as poor, but they may use the same data when they are subjected to the pressure (Ingram et al, 2004) For example, study conducted by Diamond and Spillane (2004) showed that combination between too much pressure and too little support can lead to a narrow focus of schools in complying accountability demands alone and neglecting the school improvement. Therefore, there is a need to give schools both the support they require as well as pressure as such the characteristics of the government policies in Canada, to make sure that data are used appropriately (Dunn et al 2012).…”

Section: The External Policy Characteristicsmentioning

confidence: 99%

“…External policy characteristics such as supervisors and government regulations influence the use of data. These may affect the accessibility and availability of data for schools (Dunn et al, 2012) and put pressure on schools regarding the use of data. Diamond and Spillane (2004) showed that a combination of too much pressure and too little support can lead to a narrow focus in schools on complying with accountability demands alone and neglecting school improvement.…”

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confidence: 99%

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Study on data use in Indonesian primary schools

Abdusyakur

Poortman

2019

JPCC

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Many studies underline the use of data for school improvement. However, studies on data use are predominantly based on developed countries, with very few from developing countries. A literature survey revealed that there had been no scientific studies concerning data use in Indonesia. Therefore, this study aimed to investigate data use in Indonesian schools. This study was based on a conceptual framework focusing on kinds of data, purposes of data use and factors promoting or hindering data use in schools. The research questions were answered with a sequential explanatory mixed methods research design. In the first phase, the study used a descriptive research leading to a survey of teachers and heads of schools. A total of 60 schools consisting of 194 teachers and 28 heads of schools participated in the survey. Based on the analysis of the survey, six schools were purposively sampled as critical cases which are three high users and three low users in each of the purposes of data use (for accountabillity, school improvement and instruction). The purpose of categorizing the schools was because the high data user schools were expected to provide an understanding of suitable situation to promote data use, while the low data user schools were supposed to provide the understanding of factors hindering data use. In the second phase, the study used a multiple-case study approach using document analysis and semi-structured interviews of (2) teachers and (1) heads of school in each of those six schools. Data from the multiple-case study refined the descriptive statistical results of the survey by discovering respondents' perspectives in more depth. The results from this study were generalized to the conceptual framework and provide in-depth evidence of phenomenon of data use in Indonesia. Regarding the kinds of data available, the study determined that Indonesian primary schools had similar and a lot of kinds of input, process, outcome, and context data available. With regard to the purposes of data use, the study set out to determine that most data was used for accountability purposes. These findings might be accounted for by the government trying to counterbalance the schools' autonomy, demanding the schools to fulfill the required types of data, so that the focus of data use seems to be more on accountability than on school development and instructional purposes. Furthermore, findings of the study proposed that the four factor characteristics influenced differently between the high data use and low data use schools. The differences were mainly in terms of school leadership, collaboration, accessibility and quality of data. However, the study results revealed that teachers and heads of schools lack data literacy skills and they never received any professional development training on data use, so that they might practice unintended use of data or do not use data at all. With regard to the extent of which factors did influence data use, the study concluded as follows. First, data use for accountability was mainly influence...

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“…Policy intentions relate to the purpose and expectation of a policy (Shohamy, 2001). Intentions not only determine actual policy but may also shape policy adoption and implementation (Dunn, Jaafar, Earl, & Katz, 2013;May, 2012;Unger, 2008). Policy has even been considered as a "transformation of intentions" (Placier, Hager & Hull, 2005, p. 96).…”

Section: Intentions Of Policymakers For Test-based Accountabilitymentioning

confidence: 99%

Interrelations between policymakers’ intentions and school agents’ interpretation of accountability policy in Israel

Amdur

Mero-Jaffe

2017

EPAA

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The study examined the interrelations between policymakers' intentions for test-based accountability policy, and school agents' perceptions and actions with regard to this policy. Mixedmethods were used and encompassed 24 policymakers, 80 school principals, 168 teachers and case studies of four schools. New institutional theory, including the concept of "environmental shift" (Powell & Di Maggio, 1991) and the metaphor of "coupling" (Weick, 1976), served as the conceptual framework. Findings indicate that the interrelations between intentions, perceptions and actions are mainly tightly coupled. These are discussed by invoking three types of institutional isomorphism (DiMaggio & Powell, 1983): coercive, mimetic and normative.

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Towards Data-Informed Decisions: From Ministry Policy to School Practice

Cited by 4 publications

References 22 publications

Using triadic reflective dialogue to support active learning

Using triadic reflective dialogue to support active learning

Study on data use in Indonesian primary schools

Interrelations between policymakers’ intentions and school agents’ interpretation of accountability policy in Israel

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