District administrators’ governing styles in the enactment of data-use practices

Abstract

This study focus on how administrators in districts approach data and data use in education differently. Based on data material from local policy documents, interviews with district administrators and observations from meetings with district administrators, school leaders and teachers, we reveal how different views on learning outcomes manifest in language use and choice of influence attempts, calling for greater consideration and awareness of the role of local authority in education. Our analysis shows how policy goals, as defined in key policy documents, are transformed and adapted into varied local governing styles – sometimes shifting the focus of primary goals in another direction, and at other times enhancing and extending the goals.

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