Student guidance decisions at team meetings: do teachers use data for rational decision making?

Source document: Studia paedagogica. 2021, vol. 26, iss. 4, pp. [99]-117
  • ISSN
    1803-7437 (print)
    2336-4521 (online)
Type: Article
License: Not specified license
In the past decade, the belief has grown that student guidance decisions can benefit from systematic data use. Systematic data use can be considered as completing the circle of inquiry (from data discussion to interpretation, to analysis, diagnosis, and action) with a reasonable depth. However, little is known about how teachers use data to inform student guidance decisions. This qualitative study analyzed the field notes of 17 teachers’ meetings that were intended to formulate student guidance decisions in secondary education. The results showed that data were used only sporadically and often not in a systematic way. Moreover, the depth of inquiry in formulating diagnoses on poor student functioning was low. These results indicate a need to raise awareness among teachers and policymakers on the stepwise and self-questioning process that data use should be in order to be effective.
[1] Ansyari, M. F., Groot, W., & De Witte, K. (2020). Tracking the process of data use professional development interventions for instructional improvement: A systematic literature review. Educational Research Review, 31, 1–18. | DOI 10.1016/j.edurev.2020.100362

[2] Baten, E., Vansteenkiste, M., De Muynck, G.-J., De Poortere, E., & Desoete, A. (2020). How can the blow of math difficulty on elementary school children's motivational, cognitive, and affective experiences be dampened? The critical role of autonomy-supportive instructions. Journal of Educational Psychology, 112(8), 1490 –1505. | DOI 10.1037/edu0000444

[3] Bertrand, M., & Marsh, J. A. (2015). Teachers' sensemaking of data and implications for equity. American Educational Research Journal, 52(5), 861–893. | DOI 10.3102/0002831215599251

[4] Campbell, C., & Levin, B. (2008). Using data to support educational improvement. Educational Assessment, Evaluation and Accountability, 21(1), 47–65. | DOI 10.1007/s11092-008-9063-x

[5] Carlson, D., Borman, G., & Robinson, M. (2011). A multistate district-level cluster randomized trial of the impact of data-driven reform on reading and mathematics achievement. Education Evaluation and Policy Analysis, 33(3), 378–398. | DOI 10.3102/0162373711412765

[6] Ciampa, K., & Gallagher, T. L. (2016). Teacher collaborative inquiry in the context of literacy education: Examining the effects on teacher self-efficacy, instructional and assessment practices. Teachers and Teaching, 22(7), 858–878. | DOI 10.1080/13540602.2016.1185821

[7] Coburn, C. E., & Turner, E. O. (2011). Research on data use: A framework and analysis. Measurement: Interdisciplinary Research & Perspective, 9(4), 173–206. | DOI 10.1080/15366367.2011.626729

[8] Datnow, A., & Hubbard, L. (2015). Teachers' use of data to inform instruction: Lessons from the past and prospects for the future. Teachers College Record, 117(4), 1–26. | DOI 10.1177/016146811511700408

[9] Datnow, A., & Hubbard, L. (2016). Teacher capacity for and beliefs about data-driven decision making: A literature review of international research. Journal of Educational Change, 17(1), 7–28. | DOI 10.1007/s10833-015-9264-2

[10] De Volder, I. (2012). Externe schoolevaluaties in Europa. Garant.

[11] Ebbeler, J., Poortman, C. L., Schildkamp, K., & Pieters, J. M. (2017). The effects of a data use intervention on educators' satisfaction and data literacy. Educational Assessment, Evaluation and Accountability, 29(1), 83–105. | DOI 10.1007/s11092-016-9251-z

[12] Ehren, M. C. M., & Swanborn, M. S. L. (2012). Strategic data use of schools in accountability systems. School Effectiveness and School Improvement, 23(2), 257–280. | DOI 10.1080/09243453.2011.652127

[13] Gelderblom, G., Schildkamp, K., Pieters, J., & Ehren, M. (2016). Data-based decision making for instructional improvement in primary education. International Journal of Educational Research, 80, 1–14. | DOI 10.1016/j.ijer.2016.07.004

[14] Gummer, E. S., & Mandinach, E. B. (2015). Building a conceptual framework for data literacy. Teachers College Record, 117(4), 1–22. | DOI 10.1177/016146811511700401

[15] Hubers, M. D., Moolenaar, N. M., Schildkamp, K., Daly, A., Handelzalts, A., & Pieters, J. M. (2017). Share and succeed: The development of knowledge sharing and brokerage in data teams' network structures. Research Papers in Education, 1–23. | DOI 10.1080/02671522.2017.1286682

[16] Hubers, M. D., Poortman, C. L., Schildkamp, K., Pieters, J. M., & Handelzalts, A. (2016). Opening the black box: Knowledge creation in data teams. Journal of Professional Capital and Community, 1(1), 41–68. | DOI 10.1108/JPCC-07-2015-0003

[17] Marsh, J. A. (2012). Interventions promoting educators' use of data: Research insights and gaps. Teachers' College Record, 114, 1–48. | DOI 10.1177/016146811211401106

[18] Marsh, J. A., Bertrand, M., & Huguet, A. (2015). Using data to alter instructional practice: The mediating role of coaches and professional learning communities. Teachers College Record, 117(4), 1–40. | DOI 10.1177/016146811511700411

[19] Marsh, J. A., & Farrell, C. C. (2015). How leaders can support teachers with data-driven decision making: A framework for understanding capacity building. Educational Management Administration & Leadership, 43(2), 269–289. | DOI 10.1177/1741143214537229

[20] Schildkamp, K., Poortman, C. L., & Handelzalts, A. (2016). Data teams for school improvement. School Effectiveness and School Improvement, 27(2), 228–254. | DOI 10.1080/09243453.2015.1056192

[21] Van Gasse, R. (2019). The effect of formal team meetings on teachers' informal data use interactions. Frontline Learning Research, 7(2), 40–56. | DOI 10.14786/flr.v7i2.443

[22] Van Gasse, R., Vanlommel, K., Vanhoof, J., & Van Petegem, P. (2016). Teacher collaboration on the use of pupil learning outcome data: A rich environment for professional learning? Teaching and Teacher Education, 60, 387–397. | DOI 10.1016/j.tate.2016.07.004

[23] Van Gasse, R., Vanlommel, K., Vanhoof, J., & Van Petegem, P. (2017). Unravelling data use in teacher teams: How network patterns and interactive learning activities change across different data use phases. Teaching and Teacher Education, 67, 550–560. | DOI 10.1016/j.tate.2017.08.002

[24] Van Gasse, R., Vanlommel, K., Vanhoof, J., & Van Petegem, P. (2020). Teacher interactions in taking action upon pupil learning outcome data: A matter of attitude and self-efficacy? Teaching and Teacher Education, 89, 1–9. | DOI 10.1016/j.tate.2019.102989

[25] Vangrieken, K., Dochy, F., Raes, E., & Kyndt, E. (2013). Beyond individualism and isolation in schools: What types of teacher teams are there in schools? Or can we merely speak about groups? Frontline Learning Research, 1(2), 86–98. | DOI 10.14786/flr.v1i2.23

[26] Verhaeghe, G., Vanhoof, J., Valcke, M., & Van Petegem, P. (2010). Using school performance feedback: Perceptions of primary school principals. School Effectiveness and School Improvement, 21(2), 167–188. | DOI 10.1080/09243450903396005

[27] Wayman J., Spikes D., Volonnino M. (2013) Implementation of a Data Initiative in the NCLB Era. In: K. Schildkamp, M. Lai, & L. Earl (Eds.), Data-based Decision Making in Education: Challenges and Opportunities (pp. 135–153). Springer. | DOI 10.1007/978-94-007-4816-3_8

[28] Weiner, B. (2010). The development of an attribution-based theory of motivation: A history of ideas. Educational Psychologist, 45(1), 28–36. | DOI 10.1080/00461520903433596