scholarly journals The Nature of Teacher Learning in Collaborative Data Teams

2016 ◽  
Author(s):  
Robert Michaud
Keyword(s):  
Teacher Learning ◽  
Conceptual Models ◽  
Empirical Studies ◽  
Data Use ◽  
Educational Leaders ◽  
Learning Opportunities ◽  
Data Teams ◽  
Key Factors ◽  
Data Team ◽  
Effective Data Use

As data teams have grown in popularity in recent years, they have been increasingly looked to by educational researchers because of the tantalizing prospect of combining teachers’ on the job professional development with increased and effective data use to drive instruction. Data teams have been increasingly implemented within schools by educational leaders attempting to take advantage of what teachers learn from each other in the context of a data team. Many conceptual models of data team function have been proposed, but few empirical studies have examined how teachers learn from collaborating with each other in a data team. This paper explores the nature of teachers’ learning in data teams, uncovering key factors that impact the learning opportunities created by collaborating around student data.

Leadership to Support and Sustain Data Use in Data Teams

2018 ◽  
pp. 98-118 ◽  
Author(s):  
Kim Schildkamp ◽  
Cindy Louise Poortman
Keyword(s):  
School Improvement ◽  
Leadership Behaviors ◽  
School Leaders ◽  
Data Use ◽  
Intellectual Stimulation ◽  
Data Teams ◽  
Use Of Data ◽  
Data Team ◽  
Different Parts

This chapter focuses on how school leaders can support the use of data in data teams with the data team intervention, a step-by-step systematic approach to school improvement. First, the data team professional development intervention is described and an example of a data team in action is provided. Next, the authors closely examine the role of the school leader in supporting the use of data in data teams. Several leadership behaviors that are important to support data teams are described: developing a vision, norms, and goals for data use; providing individualized support; providing intellectual stimulation; creating a climate for data use; and, networking to connect different parts of the organization. Concrete examples are provided with regard to how these behaviors are demonstrated in data teams. The chapter ends with a checklist and reflection tool, which school leaders can use to reflect on their own leadership behaviors with regard to supporting data use in data teams.

Factors Influencing the Functioning of Data Teams

2015 ◽  
Vol 117 (4) ◽  
pp. 1-42 ◽  
Author(s):  
Kim Schildkamp ◽  
Cindy Poortman
Keyword(s):  
Professional Development ◽  
Decision Making ◽  
Data Use ◽  
Quality Data ◽  
Data Teams ◽  
Use Of Data ◽  
Data Team ◽  
Factors Influencing ◽  
Team Characteristics ◽  
Data Based Decision Making

Background Data-based decision making can lead to increased student achievement; however, schools struggle with the implementation of data-based decision making. Professional development in the use of data is therefore urgently needed. However, professional development is often ineffective in terms of improving the knowledge, skills, and attitude of the receiver. Purpose We need a more fundamental understanding of how we can increase the effectiveness of data-use-related professional development. This study therefore focuses on the factors influencing a professional development intervention for data-based decision making: the data team procedure. Data teams are teams of teachers and school leaders who collaboratively learn how to use data, following a structured approach and guided by a facilitator from the university. Based on an extensive literature review, we developed a data use framework in which the use of data is influenced by data characteristics, school organization characteristics, and user and team characteristics. Research Design We conducted case studies. Data Collection We focused on observing in depth the factors that influence the work of the data teams and interviewing the data team members about these factors. Four data teams of six schools for upper secondary education were followed over a period of 2 years. We observed and analyzed 34 meetings and analyzed 23 interviews, combined with our field notes. Although this pilot study only permits analytical generalization of the findings, the findings provide more in-depth insight into the factors that enable and hinder interventions, focusing on supporting collaborative data use in schools. Findings The results show that several data characteristics (access and availability of high-quality data), school organizational characteristics (a shared goal, leadership, training and support, involvement of relevant stakeholders), and individual and team characteristics (data literacy, pedagogical content knowledge [PCK], organizational knowledge, attitude, and collaboration) influence the use of data in data teams. The results also show that these influencing factors are interrelated. Conclusions Schools need support in all aspects of the use of data (from formulation of a problem definition to taking action based on the data). This study can form a starting point for larger studies into the factors influencing these types of professional development interventions to ensure effective implementation and sustainability.

Leading a Culture of Data Use in Early Childhood Education

2020 ◽  
pp. 152-174
Author(s):  
Mindy Crain-Dorough ◽  
Kristy Bennett ◽  
Jill Gasquet
Keyword(s):  
Early Childhood ◽  
Educational Leadership ◽  
Early Childhood Education ◽  
Data Use ◽  
Educational Leaders ◽  
Background Information ◽  
Evidence Based ◽  
Present Evidence ◽  
Childhood Education ◽  
Effective Data Use

In this chapter, the authors present evidence-based strategies for effective data use in early childhood education. These strategies are presented in a table where they are aligned with the credo from All I Ever Needed to Know I Learned in Kindergarten by Robert Fulghum. The various roles of early childhood educational leaders are described along with how these leaders can more effectively fulfill their roles via effective data leadership. Background information is provided for two areas: overall early childhood educational leadership and leading a culture of data use for any educational context.

Tied to the Common Core

2016 ◽  
Vol 52 (5) ◽  
pp. 793-840 ◽  
Author(s):  
Yi-Hwa Liou
Keyword(s):  
Common Core ◽  
Educational Leaders ◽  
State Standards ◽  
Leadership Team ◽  
Social Aspect ◽  
Key Factors ◽  
Core State ◽  
Social Network Modeling ◽  
Perception Gap ◽  
The Common

Purpose: Researchers and scholars have called for greater attention to collaboration among and between educational leaders in districtwide reform. This work underlines the important social aspect of such collaboration and further investigates the type of professional interaction among/between district and school leaders particularly around the Common Core State Standards (CCSS) and characterizes such interaction by key factors. Research Method: The work takes place in one school district of more than 30 schools serving students from traditionally marginalized backgrounds. Descriptive statistics, multilevel social network modeling, and network sociograms are used to understand the characteristics of professional interactions around CCSS implementation among district and site leaders. Findings: The findings indicate similarities and differences in characteristics of leaders who likely seek CCSS advice and leaders who likely provide that CCSS advice. Leader self-efficacy in implementing the CCSS positively explains the likelihood of both seeking and providing advice behaviors, and yet other factors (organizational learning, leadership, job satisfaction, and CCSS beliefs) each makes different contributions to the likelihood of seeking and/or providing the CCSS advice. Conclusion and Implications: This work suggests a discrepancy of leaders’ perceptions between advice seekers and providers, signaling a need for closing the perception gap between advice seekers and providers such that the leadership team could better craft coherent norms of collaboration in instructional improvement. Understanding the “why” of CCSS advice ties may help guide leaders toward the “how” to align professional and social aspects of change.

Internationalization Process of Innovative SMEs in Lebanon

2015 ◽  
pp. 365-388
Author(s):  
Maarouf Ramadan
Keyword(s):  
International Development ◽  
International Cooperation ◽  
Positive Relationship ◽  
Empirical Studies ◽  
Research Proposal ◽  
Internationalization Process ◽  
Key Factors ◽  
Mediterranean Countries ◽  
The Relationship

This chapter aims to highlight the relationship between innovation and internationalization in the context of international development of Lebanese innovative SMEs. The problems of the commitment of these SMEs in a process of internationalization is relevant in the Mediterranean countries in general and Lebanon in particular, but few empirical studies have been done so far to understand their international development (Ramadan, 2008; Ramadan and Levratto, 2011). The role of key factors such as size, age, international cooperation and strategic planning in the international development of Lebanese SMEs has rarely been comprehensively studied. Motivated by the literature that establishes a positive relationship between innovation and internationalization, this study presents a research proposal on these SMEs to bring out certain variables that characterize them. Moreover, the aim of the study is to verify the effect of the above factors and integrates into schools of thought that attempt to demonstrate that the international development of SMEs is influenced by a context that must be identified in the case of Lebanon.

Making Research Methods Instruction Relevant for Prospective Principals

2018 ◽  
pp. 260-283
Author(s):  
Mindy Crain-Dorough ◽  
Adam C. Elder
Keyword(s):  
School Improvement ◽  
Research Methods ◽  
Data Use ◽  
Research Process ◽  
Background Information ◽  
Research On Teaching ◽  
Definition Of ◽  
Taking Action ◽  
Prospective Principals ◽  
Effective Data Use

In this chapter, the authors describe the specific research skills to be developed for prospective principals in preparation for effective data use for school improvement. Relevant background information is provided regarding effective data use leadership, definition of data literacy, standards for principal preparation in data use, research on teaching research methods, and a comparison of the research process and the data-informed decision-making (DIDM) process. These skills are organized and reported in the chapter by steps in the DIDM research process. These steps include goal setting/problem formation, using previous research, planning for data collection, obtaining or collecting data, analyzing data (transforming data into information), and interpreting/taking action/making decisions.

Getting the Big Picture on Small Screens

2011 ◽  
pp. 31-46 ◽  
Author(s):  
Hendrik Knoche ◽  
M. Angela Sasse
Keyword(s):  
Quality Of Experience ◽  
Current Knowledge ◽  
Empirical Studies ◽  
Key Factors ◽  
Low Resolution ◽  
Mobile Tv ◽  
Technical Performance ◽  
Number Of Factors ◽  
Big Picture

This chapter provides an overview of the key factors that influence the quality of experience (QoE) of mobile TV services. It compiles the current knowledge from empirical studies and recommendations on four key requirements for the uptake of mobile TV services: (1) handset usability and its acceptance by the user, (2) the technical performance and reliability of the service, (3) the usability of the mobile TV service (depending on the delivery of content), and (4) the satisfaction with the content. It illustrates a number of factors that contribute to these requirements ranging from the context of use to the size of the display and the displayed content. The chapter highlights the interdependencies between these factors during the delivery of content in mobile TV services to a heterogeneous set of low resolution devices.

Approaches to Effective Data Use: Does One Size Fit All?

2012 ◽  
pp. 91-112 ◽  
Author(s):  
Elizabeth Archer ◽  
Vanessa Scherman ◽  
Sarah Howie
Keyword(s):  
Data Use ◽  
Effective Data Use

Shelf Space Allocation and Profit Maximization in Mass Retailing

1973 ◽  
Vol 37 (3) ◽  
pp. 54-60 ◽  
Author(s):  
Ronald C. Curhan
Keyword(s):  
Conceptual Models ◽  
Empirical Studies ◽  
Profit Maximization ◽  
Shelf Space ◽  
For Profit ◽  
Space Allocation ◽  
Practical Management ◽  
Shelf Space Allocation ◽  
Relationship Of ◽  
The Relationship

Conceptual models and empirical studies of the relationship of shelf space allocation to unit sales are reviewed in this article. This knowledge is organized to support specific recommendations for the practical management of shelf space for profit maximization.

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