District-Wide Effects on Data Use in the Classroom

In the present study, an examination is conducted in three school districts of how data are used to improve classroom practice.  In doing so, we explore the effects that attitudes toward data, principal leadership, and computer data systems have on how data are used to affect classroom practice.  Fi...

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Bibliographic Details
Published in:Education policy analysis archives 2012-08, Vol.20 (25), p.25
Main Authors: Wayman, Jeffrey C., Cho, Vincent, Jimerson, Jo Beth, Spikes, Daniel D.
Format: Article
Language:English
Subjects:
Barriers
Change Strategies
Classroom Techniques
Data Collection
Data use
data-based decision making
Educational Improvement
Educational Policy
Educational Practices
educational reform
Evaluation Utilization
Focus Groups
Improvement Programs
Information Utilization
Interviews
Leadership
Mail Surveys
Management Information Systems
Praxis
Program Attitudes
Program Effectiveness
School Districts
School Visitation
Semi Structured Interviews
Theory Practice Relationship
Use Studies
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Summary:In the present study, an examination is conducted in three school districts of how data are used to improve classroom practice.  In doing so, we explore the effects that attitudes toward data, principal leadership, and computer data systems have on how data are used to affect classroom practice.  Findings indicate that educators are ambivalent about data: they see how data could support classroom practice, but their data use operates in the presence of numerous barriers.  Many of these barriers are due to principal leadership and computer data systems; these barriers often have negative effects on attitudes toward data and disrupt the progression from using data to inform classroom practice.  It is hypothesized that many of these barriers can be removed through effective district policies to improve structures and supports for using data.
ISSN:1068-2341
1068-2341
DOI:10.14507/epaa.v20n25.2012