In a randomized controlled trial of a teacher data-use intervention, the Linking Study tested the impacts of a cyclical and collaborative process that linked teachers’ data on instructional practice with data on their students’ learning. This article describes the theory of the intervention and its roots in the literature as a backdrop for an intervention with 64 teachers in 27 professional learning communities and their students. The researchers found moderate and significant effects on external judgments of the quality of instruction caused by the intervention and small and marginally significant impacts on student performance on end-of-unit tests. There were no effects on teachers’ perceptions of the importance of data or their self-reported proficiency using data. The article concludes with a discussion of the ways that data-use interventions might be strengthened to support instructional improvement and student learning.

中文翻译：

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关联研究：利用教与学数据加强教师参与的实验

在一项教师数据使用干预的随机对照试验中，关联研究测试了将教师的教学实践数据与学生学习数据联系起来的循环协作过程的影响。本文描述了干预的理论及其在文献中的根源，作为对 27 个专业学习社区的 64 名教师及其学生进行干预的背景。研究人员发现，干预对教学质量的外部判断产生了中等和显着的影响，而对学生在单元结束测试中的表现的影响则很小。教师对数据重要性的看法或他们自我报告的数据使用能力没有影响。