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When data don’t drive: teacher agency in data use efforts in low-performing schools
School Effectiveness and School Improvement ( IF 2.620 ) Pub Date : 2019-07-31 , DOI: 10.1080/09243453.2019.1647442
Marie Lockton 1 , Hayley Weddle 1 , Amanda Datnow 1
Affiliation  

ABSTRACT

Grounded in the belief that data will drive instructional change, data-driven decision making continues to be a prevalent reform strategy in schools. However, the use of data does not always prompt teachers to change their instructional practices, particularly in low-performing schools where accountability pressures loom large. Drawing on in-depth qualitative data gathered in 4 middle schools, we explore the questions: What is the interplay of teacher agency with the structure and culture of data use in schools? How do teachers exercise agency in efforts to use data for instructional change in low-performing schools? We found that within prevailing accountability frameworks, teachers exercised agency to bridge structural and cultural gaps between data use and instructional improvement; yet, their efforts were kept largely on the periphery. Implications for policy and research are discussed.



中文翻译:

当数据无法驱动时:表现欠佳的学校中的教师机构在数据使用方面的努力

摘要

基于数据驱动教学变化的信念,数据驱动的决策仍然是学校普遍的改革策略。但是,数据的使用并不能总是促使教师改变他们的教学习惯,尤其是在问责压力越来越大的表现不佳的学校。利用从4所中学收集的深入定性数据,我们探索以下问题:教师机构与学校数据使用的结构和文化之间的相互作用是什么?在表现欠佳的学校中,教师如何利用代理机构努力将数据用于教学变革?我们发现,在现行的问责制框架内,教师行使了代理权,以弥合数据使用与教学改进之间的结构性和文化性差距;然而,他们的努力大部分仍停留在外围。

更新日期:2019-07-31
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