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

Abstract

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.

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