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http://hdl.handle.net/1942/41873Full metadata record
| DC Field | Value | Language |
|---|---|---|
| dc.contributor.author | DECABOOTER, Iris | - |
| dc.contributor.author | Warmoes, Ariadne | - |
| dc.contributor.author | Consuegra, Els | - |
| dc.contributor.author | Van Gasse, Roos | - |
| dc.contributor.author | STRUYVEN, Katrien | - |
| dc.date.accessioned | 2023-11-24T10:42:46Z | - |
| dc.date.available | 2023-11-24T10:42:46Z | - |
| dc.date.issued | 2023 | - |
| dc.date.submitted | 2023-11-22T15:02:07Z | - |
| dc.identifier.citation | EARLI, Thessaloniki, Greece, 20-26/8/2023 | - |
| dc.identifier.uri | http://hdl.handle.net/1942/41873 | - |
| dc.description.abstract | A data coach is necessary to support school teams in the use of data to adjust school and classroom practices (Marsh, 2010; 2012). Research shows that depending on the context of the school, the profile of the data coach can take many different forms (Decabooter et al., in preparation). In this study a multifaceted perspective on the role of a data coach is presented by interviewing international academic experts in the field of data use and conducting focus groups with practitioners such as school leaders, teachers and educational support staff. The focus is on the perceived benefits and pitfalls of the different data coach profiles and how they contribute to supporting data use. The results show that experts highlight the importance of coaching skills of a data coach, whereas practitioners prefer a hands-on and practical approach. There are also some similarities between these two groups regarding the combination of an internal-external position. | - |
| dc.language.iso | en | - |
| dc.title | The role of a data coach in supporting data use in school teams: voices of experts and practitioners | - |
| dc.type | Conference Material | - |
| local.bibliographicCitation.conferencedate | 20-26/8/2023 | - |
| local.bibliographicCitation.conferencename | EARLI | - |
| local.bibliographicCitation.conferenceplace | Thessaloniki, Greece | - |
| local.bibliographicCitation.jcat | C2 | - |
| dc.relation.references | Cosner, S. (2012). Leading the on-going development of collaborative data practices: Advancing a schema for diagnosis and intervention. Leadership and Policy in Schools, 11(1), 26-65. DOI: 10.1080/15700763.2011.577926 Decabooter, I., Warmoes, A., Van Gasse, R., Consuegra, E., Struyven, K. (in press). The data coach as a puzzle piece of school development: A systematic review of human support for data-based decision-making in schools Heritage, M., Kim, J., Vendlinski, T., & Herman, J. (2009). From evidence to action: A seamless process in formative assessment? Educational Measurement: Issues and Practice, 28(3), 24-31. https://doi.org/10.1111/j.1745-3992.2009.00151.x Lachat, M. A., Williams, M., & Smith, S.C. (2006). Making sense of all your data, Principal leadership, 7(2), 16-21. Marsh, J. A., McCombs, J.S., & Martorell, F. (2010). How instructional coaches support data-driven decision making, Educational Policy, 24(6), 872-907. https://doi.org/10.1177/0895904809341467 Marsh, J. (2012). Interventions Promoting Educators’ Use of Data: Research Insights and Gaps. Teachers College Record, 114(11), 1-48.https://doi.org/10.1177/016146811211401106 Marsh, J.A., Bertrand, M., & Huguet, A. (2015). Using data to alter instructional practice: the mediating role of coaches and professional learning communities, Teachers College Record, 117(4), 1-40. https://doi.org/10.1177/016146811511700411 Means, B., Chen, E., DeBarger, A., & Padilla, C. (2011). Teachers' ability to use data to inform instruction: Challenges and supports. U.S. Department of Education, Office of Planning, Evaluation and Policy Development. Prenger, R. & Schildkamp, K. (2018) Data-based decision making for teacher and student learning: a psychological perspective on the role of the teacher, Educational Psychology, 38(6), 734-752, DOI: 10.1080/01443410.2018.1426834 Reviere, R., Berkowitz, S., Carter, C.C., & Graves Furguson, C. (1996). Needs assessment: a Creative and practical guide for social scientists. Routledge. Schildkamp, K., Lai, M. K., & Earl, L. (2013). Data-based decision making in education. Dordrecht: Springer. Schildkamp, K., Handelzalts, A., Poortman, C., Leusink, H., Meerdink, M., Smit, M., Ebbeler, J., & Hubers, M. (2014). De datateam methode: Een concrete aanpak voor onderwijsverbetering. Garant. Schildkamp, K. (2019). Data-based decision-making for school improvement: Research insights and gaps, Educational Research, 61(11), 1-17. DOI: 10.1080/00131881.2019.1625716 | - |
| local.type.specified | Conference Material - Abstract | - |
| local.uhasselt.international | no | - |
| item.fullcitation | DECABOOTER, Iris; Warmoes, Ariadne; Consuegra, Els; Van Gasse, Roos & STRUYVEN, Katrien (2023) The role of a data coach in supporting data use in school teams: voices of experts and practitioners. In: EARLI, Thessaloniki, Greece, 20-26/8/2023. | - |
| item.contributor | DECABOOTER, Iris | - |
| item.contributor | Warmoes, Ariadne | - |
| item.contributor | Consuegra, Els | - |
| item.contributor | Van Gasse, Roos | - |
| item.contributor | STRUYVEN, Katrien | - |
| item.fulltext | No Fulltext | - |
| item.accessRights | Closed Access | - |
| Appears in Collections: | Research publications | |
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