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2015 | 40 | 81-93

Article title

Working with data: both an opportunity and challenge for school leaders

Content

Title variants

Languages of publication

Abstracts

EN
The article analyses the concept of data, presents various purposes of working with data in schools and deals with the readiness of people at school to work with data. In the final part the article summarizes selected results of a pilot survey carried out in Czech schools and abroad, focused on finding out how and with what data schools work, which attitudes school leaders adopt towards this activity, how those respondents evaluate their own readiness for work with data and which needs they express in this respect.

Year

Volume

40

Pages

81-93

Physical description

Dates

published
2015

References

  • Bernhardt, V. (2004). Data analysis for continuous school improvement. Larchmont, NY: Eye on Education.
  • Copland, M., Knapp, M., & Swinnerton, J. (2009). Principal leadership, data and school improvement. In: T. Kowalski & T. Lasley (Eds.), Handbook of data-based decision making in education (s. 153–172). New York: Routledge.
  • Davidsdottir, S. & Lisi, P. (2012). Spolupráce učitelů a jak ji podněcovat (poznatky z longitudinální a průřezové studie interní evaluace na Islandu). Studia paedagogica, 17(2), 51–70.
  • Dvořák, D. (2012). Nový institucionalismus v pedagogice. Studia paedagogica, 17(2), 9–26.
  • Earl, L., & Katz, S. (2006). Leading schools in a data-rich world. Harnessing data for school improvement. Thousand Oaks: Corwin Press.
  • Earl, L., & LeMahieu, P. (1997). Rethinking assessment and accountability. In Hargreaves, A. (ed.) Rethinking educational change with heath and mind: 1997 ASCD Yearbook (pp. 149-168). Alexandria VA: Association for Supervision and Curriculum Development.
  • Hall, G., & Hord, S. (2006). Implementing change: patterns, principles and potholes (2nd ed.). Boston: Pearson Education.
  • Hargreaves, D. (1996) Teaching as a reseach-based profession: possibilities and prospects. London: Teacher Training Agency.
  • Kowalski, T. (2009). Evidence and decision making in professions. In T. Kowalski & T. Lasley (Eds.), Handbook of data-based decision making in education (pp. 3–19). New York: Routledge.
  • OECD (2007). Evidence in education: Linking research and policy. Paris: OECD.
  • Pol, M. (2007). Škola v proměnách. Brno: Masarykova univerzita.
  • Prášilová, M. (2011). Profesní rozvoj ředitelů českých škol. Olomouc: PdF UP.
  • Schildkamp, K., & Kuiper, W. (2010). Data-informed curriculum reform: Which data, what purposes, and promoting and hindering factors. Teaching and Teacher Education, 26(3), 482–496.
  • Vanhoof, J., Verhaeghe, G., Van Petegem, P., & Valcke, M. (2013). Improving data literacy in schools: lessons from the school feedback project. In K. Schildkamp, M.K. Lai & L. Earl (Eds.), Data-based decision making in education: challenges and opportunities (pp. 113–134). Dordrecht: Springer.
  • Verbiest, E., & Mahieu, P. (2013). Developing leadership capacity for data-informed school improvement (DELECA). Theoretical framework. Available at http://www.deleca.org.

Document Type

Publication order reference

Identifiers

Biblioteka Nauki
2012140

YADDA identifier

bwmeta1.element.ojs-doi-10_15804_tner_2015_40_2_07
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