Technology‐Supported Involvement of Entire Faculties in Examination of Student Data for Instructional Improvement

Student data are gaining increased attention in education, spurred by accountability policies such as those contained in the federal No Child Left Behind legislation. Student data are useful for informing classroom practice, and user‐friendly technologies for organizing and accessing data are enabli...

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Bibliographic Details
Published in:American journal of education 2006-08, Vol.112 (4), p.549-571
Main Authors: Wayman, Jeffrey C., Stringfield, Sam
Format: Article
Language:English
Subjects:
Case Studies
Compliance (Psychology)
Computer systems
Data access
Data analysis
Data base systems
Data warehousing
Education policy
Education reform
Educational administration
Educational Change
Educational policy
Educators
Evaluation Research
Faculty
Instructional Improvement
Learning
No Child Left Behind
No Child Left Behind Act 2001
Pedagogy
Personnel Integration
Professional relationships
School administration
School principals
Student Evaluation
Student Records
Students
Systems Analysis
Systems Approach
Teacher evaluations
Teachers
Teaching methods
Technology Integration
United States
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Summary:Student data are gaining increased attention in education, spurred by accountability policies such as those contained in the federal No Child Left Behind legislation. Student data are useful for informing classroom practice, and user‐friendly technologies for organizing and accessing data are enabling access by all teachers. In this study, we examine the efforts of three schools to involve entire faculties in the examination of student data, supported by efficient data systems. Results indicate the importance of administrative supports in fostering such use. Data use often resulted in improved teaching practice such as collaboration, better knowledge of student needs, and efficiency of effort. These results are discussed in light of previous research.
ISSN:0195-6744
1549-6511
DOI:10.1086/505059