Please use this identifier to cite or link to this item: http://hdl.handle.net/1942/41887
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dc.contributor.authorDECABOOTER, Iris-
dc.contributor.authorWarmoes, Ariadne-
dc.contributor.authorConsuegra, Els-
dc.contributor.authorVan Gasse, Roos-
dc.contributor.authorSTRUYVEN, Katrien-
dc.date.accessioned2023-11-29T10:44:09Z-
dc.date.available2023-11-29T10:44:09Z-
dc.date.issued2023-
dc.date.submitted2023-11-22T14:33:26Z-
dc.identifier.citationAERA, Chicago, USA, 13-16 April 2023-
dc.identifier.urihttp://hdl.handle.net/1942/41887-
dc.description.abstractOver the years, much data have become available for policymakers, teachers, and school leaders. However, the mere fact that these data are available does not lead to improved educational practices. The school staff must be data literate for schools to improve their practice based on available data. Recent research shows that teachers’ data literacy is still lacking (Schildkamp & Poortman, 2015). Consequently, building human capacity through professionalization and support is necessary. In this paper, we explore the role of a data coach and learning networks as a way to support school teams regarding the use of data. Since the empirical evidence base on these topics is limited, we investigated the gap through 14 interviews with scientific experts in data use and professionalization of data use.-
dc.language.isoen-
dc.titleIn conversation with scientific experts: how data coaches and learning networks can support educators' data use-
dc.typeConference Material-
local.bibliographicCitation.conferencedate2023, April 13-16-
local.bibliographicCitation.conferencenameAERA-
local.bibliographicCitation.conferenceplaceChicago, USA-
local.bibliographicCitation.jcatC2-
dc.relation.referencesAnsyari, M. F., Groot, W., & De Witte, K. (2020). Tracking the process of data use professional development interventions for instructional improvement: A systematic literature review. Educational Research Review, 31, 100362. https://doi.org/10.1016/j.edurev.2020.100362 Authors (s.d.). [Information removed for anonymous peer review] Datnow, A., Park, V., & Wohlstetter, P. (2007). Achieving with data: How high-performing school systems use data to improve instruction for elementary students. Center on Educational Governance, Rossier School of Education, University of Southern California. Huguet, A., Marsh, J. A., & Farrell, C. (2014). Building Teachers’ Data-use Capacity: Insights from Strong and Developing Coaches. Education Policy Analysis Archives, 22, 52. https://doi.org/10.14507/epaa.v22n52.2014 Killion, J., & Harrison, C. (2006). Taking the lead: New roles for teachers and school-based coaches. Oxford, OH: National Staff Development Council. Mandinach, E., & Gummer, E. (2016). What does it mean for teachers to be data literate: Laying out the skills, knowledge, and dispositions. Teaching and Teacher Education, 60. https://doi.org/10.1016/j.tate.2016.07.011 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: The Voice of Scholarship in Education, 117(4), 1–40. https://doi.org/10.1177/016146811511700411 Marsh, J. A., Lockwood, J. R., Sloan McCombs, J., Martorell, F., Gershwin, D., Naftel, S., Le, V.-N., Shea, M., Barney, H., & Crego, A. (2008). Supporting literacy across the sunshine state: A study of Florida middle school reading coaches. RAND Corporation. OECD (2021), Education at a Glance 2021: OECD Indicators, OECD Publishing, Paris, https://doi.org/10.1787/b35a14e5-en Peel, K. L. (2020). A Beginner's Guide to Applied Educational Research using Thematic Analysis. Practical Assessment, Research, and Evaluation, 25(2), 1-15. DOI: https://doi.org/10.7275/ryr5-k983 Prenger, R., Poortman, C. L., & Handelzalts, A. (2021). Professional learning networks: From teacher learning to school improvement? Journal of Educational Change, 22(1), 13–52. https://doi.org/10.1007/s10833-020-09383-2 Poortman, C. L., Brown, C., & Schildkamp, K. (2021). Professional learning networks: a conceptual model and research opportunities. Educational Research, 64(1), 95–112. https://doi.org/10.1080/00131881.2021.1985398 Schildkamp, K., & Kuiper, W. (2010). Data-informed curriculum reform: Which data, what purposes, and promoting and hindering factors. Teaching and Teacher Education, 26(3), 482–496. https://doi.org/10.1016/j.tate.2009.06.007 Schildkamp, K., Lai, M. K., & Earl, L. (Eds.). (2013). Data-based Decision Making in Education. Springer. https://doi.org/10.1007/978-94-007-4816-3 Schildkamp, K., & Poortman, C. (2015). Factors Influencing the Functioning of DataTeams. Teachers College Record: The Voice of Scholarship in Education,117(4), 1–42. https://doi.org/10.1177/016146811511700403 Van Audenhove, L., & Donders, K. (2019). Expert interviews and elite interviews. In H. Van den Bulck, M. Puppis, K. Donders, & L. Van Audenhove(Eds.).-
local.type.refereedNon-Refereed-
local.type.specifiedConference Material-
local.provider.typePdf-
local.uhasselt.internationalno-
item.fulltextWith Fulltext-
item.accessRightsOpen Access-
item.contributorDECABOOTER, Iris-
item.contributorWarmoes, Ariadne-
item.contributorConsuegra, Els-
item.contributorVan Gasse, Roos-
item.contributorSTRUYVEN, Katrien-
item.fullcitationDECABOOTER, Iris; Warmoes, Ariadne; Consuegra, Els; Van Gasse, Roos & STRUYVEN, Katrien (2023) In conversation with scientific experts: how data coaches and learning networks can support educators' data use. In: AERA, Chicago, USA, 13-16 April 2023.-
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