Professional Development in the Use of Data: From Data to Knowledge in Data Teams

Kim Schildkamp · Maaike Smit · Ulf Blossing

31 citations0/0 files storedScandinavian Journal of Educational Research

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Educational Assessment and Improvement Teacher Education and Leadership Studies Collaborative Teaching and Inclusion

Abstract

Schools need support in the use of data. To provide this support, a data team intervention was developed. A prior study conducted in the Netherlands showed that several factors can enable or hinder the work of data teams. The current replication study focuses on the factors influencing data use in data teams and the perceived effects of the data teams’ work, but looking at data teams in Sweden. The results of this qualitative study show that the data teams’ work is influenced by the same factors as in the Netherlands: Data characteristics (e.g., relevance of the data), team characteristics (e.g., heterogeneity of the team), and school organizational characteristics (e.g., school leader support).

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References

1994Qualitative Data Analysis: An Expanded Sourcebook 2004Mixed Methods Research: A Research Paradigm Whose Time Has Come 2006Validity and Qualitative Research: An Oxymoron?2003Validity and reliability tests in case study research: a literature review with “hands‐on” applications for each research phase 2009How Principals and Peers Influence Teaching and Learning 2014Facts Are More Important Than Novelty 2002Conflict amid Community: The Micropolitics of Teacher Collaboration 2002How Can Comprehensive School Reform Models Be Successfully Implemented?

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