Tracking the process of data use professional development interventions for instructional improvement: A systematic literature review☆
Section snippets
Data use professional development pathways for instructional improvement
Understanding the linkages of data use PDIs that move from interventions themselves to data use practices and finally outcomes is important as it can provide a foundation for understanding the pathways by which an intervention - like a data use PDI for teachers - produces outcomes (Rogge, Agasisti, & De Witte, 2017; Vanthienen & De Witte, 2017). Desimone (2009) proposed a pathway model that explains how student outcomes improve when teachers participate in PD. This model shows interactive
Method
This review went through the phases recommended by Petticrew and Roberts’s (2006) method for systematic reviews in social sciences. The main question is what is the evidence of the effects of comprehensive data use professional development interventions (PDIs) on teacher and student outcomes? This question has three sub-questions:
- 1)
What features guide the design of the data use PDIs?
- 2)
What data use processes do the teachers follow during the PDIs?
- 3)
What effects do the PDIs have on teacher and student
Results
Based on the framework, this section describes the findings concerning the features of data use PDIs, as well as data use practices and outcomes respectively.
The domain of practice: The process of data use
The results for our research question two concerning the practice of data use processes for instructional improvement show several models that follow systematic (iterative) data use processes for instructional improvement, such as the Four DBDM component model (Staman et al., 2017; van der Scheer et al., 2017; van der Scheer & Visscher, 2016, 2018; van Geel et al., 2016, 2017), the Data Literacy for Teaching (DLfT) (Reeves & Chiang, 2018), the Multi-component Model (van Kuijk et al., 2016), and
The domain of impact: PDI effects
The results of the research question three about the effects of the data use PDIs on teacher and student outcomes are presented below. In general, more than half of the studies investigated the effects of the PDIs on students’ outcomes, whereas the others focussed on teacher outcomes and one study on instructional changes.
Discussion
This systematic literature review contributes to the existing literature by evaluating the components of the PD pathways in the context of data use PDIs. Considering the significance of the underlying processes of data use in understanding its pathways (Coburn & Turner, 2011), the practice of data use was included in our proposed framework that was developed based on the general PD pathways by Desimone (2009) and Merchie et al. (2016). This framework further served as a basis for this review.
Conclusion
The main goal of this review was to investigate the evidence on the effects of data use PDIs on teacher and student outcomes. More specifically, this review contributes to the existing literature by presenting the linkages of the key features of data use PDIs, the practices of data use, and their effects on teacher and student outcomes.
Since data use has gained much attention due to its potential impacts on student outcomes, professional development interventions (PDIs) were developed and
Authors’ statement
The authors certify that they have all contributed to all the research actions (e.g. the concept, design, analysis, writing, or revision of the manuscript). Furthermore, the authors also certify that this manuscript or similar material has not been submitted or published elsewhere.
Acknowledgements
AcknowledgementsThis research was sponsored by the 5000-Doctor Overseas Programme, Ministry of Religious Affairs Republic of Indonesia.
References (64)
- et al.
Does teacher professional development have effects on teaching and learning? Evaluation findings from programs in 14 states
(2008) Evaluating the impact of professional development
RELC Journal
(2018)- et al.
A multistate district-level cluster randomized trial of the impact of data-driven reform on reading and mathematics achievement
Educational Evaluation and Policy Analysis
(2011) - et al.
Research on data use: A framework and analysis
Measurement
(2011) - et al.
The impact of teacher engagement in an interactive webinar series on the effectiveness of financial literacy education
British Journal of Educational Technology
(in press, 2020) - et al.
The role of teacher professional development in financial literacy education: A systematic literature review
Educational Research Review
(2019) - et al.
Effective teacher professional development
(2017) - et al.
Teacher capacity for and beliefs about data-driven decision making: A literature review of international research
Journal of Educational Change
(2016) Improving impact studies of teachers' professional development: Toward better conceptualizations and measures
Educational Researcher
(2009)- et al.
Best practices in teachers' professional development in the United States
Psychology, Society, & Education
(2015)
The effects of a data use intervention on educators' satisfaction and data literacy
Educational Assessment, Evaluation and Accountability
Assessing the effects of a school-wide data-based decision-making intervention on student achievement growth in primary schools
American Educational Research Journal
Changes in educators' data literacy during a data-based decision making intervention
Teaching and Teacher Education
Data-based decision making for instructional improvement in primary education
International Journal of Educational Research
What works in professional development?
Phi Delta Kappan
Using student achievement data to support instructional decision making
Prerequisites for data-based decision making in the classroom: Research evidence and practical illustrations
Teaching and Teacher Education
Improving reading achievements of struggling learners
School Effectiveness and School Improvement
Cutting through the “data-driven” mantra: Different conceptions of data-driven decision making
The Yearbook of the National Society for the Study of Education
Characteristics of professional development that effect change in secondary science teachers' classroom practices
Journal of Research in Science Teaching
Implementing a data use intervention in a United States context: Enabling and constraining factors (2019, April) Paper Presented at the Annual Conference of the
A study of the effect of sustained, whole-school professional development on student achievement in science
Journal of Research in Science Teaching
Data literacy: What do educators learn and struggle with during a data use intervention?
Studies In Educational Evaluation
The Impact of Indiana's system of interim assessments on Mathematics and Reading achievement
Educational Evaluation and Policy Analysis
Goals, data use, and instruction: The effect of a teacher professional development program on reading achievement
School Effectiveness and School Improvement
The impact of data use professional development on student achievement
Teaching and Teacher Education
Sustained acceleration of achievement in reading comprehension: The New Zealand experience
Reading Research Quarterly
Data-based decision making: An overview
Improving achievement in secondary schools: Impact of a literacy project on reading comprehension and secondary school qualifications
Reading Research Quarterly
Linking reading coaches and student achievement: Evidence from Florida middle schools
Educational Evaluation and Policy Analysis
A perfect time for data use: Using data-driven decision making to inform practice
Educational Psychologist
Data-driven decision making: Components of the enculturation of data use in education
Teachers College Record
Cited by (8)
Teachers’ preferences for online professional development: Evidence from a discrete choice experiment
2022, Teaching and Teacher EducationCitation Excerpt :Therefore, more research is necessary to examine the effect of certificates on such a type of OTPD. Although studies highlight the importance of a longer duration for in-person instructional data use interventions (Ansyari, Groot, & De Witte, 2020), the teachers prefer a short OTPD duration for instructional data use. As reported by Reeves and Chiang (2018; 2019), an online data use intervention with a short duration can also have effects on teachers' beliefs, self-efficacy, and practices.
Teachers’ use of data from digital learning platforms for instructional design: a systematic review
2024, Educational Technology Research and DevelopmentInterpretable early warning recommendations in interactive learning environments: a deep-neural network approach based on learning behavior knowledge graph
2023, Humanities and Social Sciences CommunicationsE-Learning Pricing Model Policy for Higher Education
2023, IEEE AccessA systematic review and meta-analysis of data use professional development interventions
2022, Journal of Professional Capital and Community
- ☆
This research was sponsored by the 5000-Doctor Overseas Programme, Ministry of Religious Affairs Republic of Indonesia.