The Transformation of Schools’ Social Networks during a Data-Based Decision Making Reform

Trynke Keuning · Marieke Johanna Maria van Geel · Adrie J. Visscher · Jean‐Paul Fox · Nienke M. Moolenaar

30 citations0/0 files storedTeachers College Record The Voice of Scholarship in Education

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Educational Assessment and Improvement Teacher Education and Leadership Studies Evaluation of Teaching Practices

Abstract

Context Collaboration within school teams is considered to be important to build the capacity school teams need to work in a data-based way. In a school characterized by a strong collaborative culture, teachers may have more access to the knowledge and skills for analyzing data, teachers have more opportunity to discuss the performance goals to be set, and they also can share effective teaching strategies to achieve those goals. Although many studies on data-based decision making (DBDM) foreground the importance of teacher collaboration, our knowledge of what such collaboration looks like and how such collaboration may change during a DBDM reform remains limited. Objective The current study uses a social network perspective to explore how collaboration in 32 elementary schools in the Netherlands takes shape in the interactions among teachers as they engage in a DBDM reform project. Research Design Schools’ social networks were examined at the start of the intervention and after having participated 1 year in the DBDM reform. Social networks regarding three DBDM topics are examined: (1) discussing student achievement; (2) discussing achievement goals; (3) and discussing instructional strategies. The density, reciprocity, and centralization of these networks were calculated, and multivariate multiple regression analysis was used to analyze changes over time. Conclusion Findings suggest that teachers’ DBDM related networks transform during the intervention, especially regarding the discussion of student achievement data: although the number of relationships remains stable, more reciprocal relationships are formed, and this network becomes less centralized around one or a few influential staff members.

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References

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2019Assessing and Validating Effects of a Data‐Based Decision‐Making Intervention on Student Growth for Mathematics and Spelling 2017School characteristics influencing the implementation of a data-based decision making intervention 2017Changes in teachers’ instructional skills during an intensive data-based decision making intervention 2017Unravelling data use in teacher teams: How network patterns and interactive learning activities change across different data use phases 2022

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