Involving Teachers in Data-Driven Decision Making: Using Computer Data Systems to Support Teacher Inquiry and Reflection

Accountability mandates such as No Child Left Behind (NCLB) have drawn attention to the practical use of student data for school improvement. Nevertheless, schools may struggle with these mandates because student data are often stored in forms that are difficult to access, manipulate, and interpret....

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Bibliographic Details
Published in:Journal of education for students placed at risk 2005-07, Vol.10 (3), p.295-308
Main Author: Wayman, Jeffrey C.
Format: Article
Language:English
Subjects:
Access to Information
Computer Uses in Education
Data Analysis
Decision making
Information Seeking
Information Technology
Inquiry
Reflective Teaching
Teachers
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Summary:Accountability mandates such as No Child Left Behind (NCLB) have drawn attention to the practical use of student data for school improvement. Nevertheless, schools may struggle with these mandates because student data are often stored in forms that are difficult to access, manipulate, and interpret. Such access barriers additionally preclude the use of data at the classroom level to inform and impact instruction. Fortunately, there are newly available computer technologies that allow efficient organization and access to student data. In addition to allowing easier accountability reporting, these tools allow user-friendly data access at all educational levels, meaning that teachers can use these tools to engage in the informed reflection necessary to improve classroom practice. In this article, I discuss teacher use of these systems, providing insight into the function of these tools and discussing conditions that make these tools of the most service to teachers.
ISSN:1082-4669
1532-7671
DOI:10.1207/s15327671espr1003_5