Investigative modes in research on data use in education

ABSTRACT This article reports on the findings from a literature review of research on data use in education published in English, German and Scandinavian languages. The review is inspired by methods for systematic mapping. The analysis illustrates how the characteristics of the total corpus of 129 articles on data use in education vary across different contexts, countries and regions. In all contexts, the studies primarily investigate structures and systems around data use. While the Anglophone studies are mainly empirical and often concerned with implementation and effectiveness in terms of data use, the studies published in German and Scandinavian languages focus more heavily on discussions and analytical reflections upon the developments of data use in education. Six investigative modes of studies on data use that can contribute to creating a more nuanced understanding of research on data use in education are identified, presented and discussed.

[1]  Chris. Miller,et al.  Accountability Policy Implementation and the Case of Smaller School District Capacity: Three Contrasting Cases that Examine the Flow and Use of NCLB Accountability Data , 2010 .

[2]  From students’ achievement to the development of teaching: requirements for feedback in comparative tests , 2005 .

[3]  Viviane M. J. Robinson,et al.  Using Achievement Data for School-Based Curriculum Review: A Bridge Too Far? , 2002 .

[4]  Julie A. Marsh,et al.  Strategies to Promote Data Use for Instructional Improvement: Actions, Outcomes, and Lessons fromThree Urban Districts , 2006, American Journal of Education.

[5]  Berit Karseth,et al.  Conceptualising Curriculum Knowledge Within and Beyond the National Context , 2010 .

[6]  C. Lundahl,et al.  The power of teacher-assigned grades in outcome-based education , 2017 .

[7]  Søren Hornskov,et al.  Review: Brug af data i skoleledelse , 2015 .

[8]  Lluís Parcerisa.  New public management and the reform of education: European lessons for policy and practice , 2017 .

[9]  K. Schildkamp,et al.  Data-informed curriculum reform: Which data, what purposes, and promoting and hindering factors. , 2010 .

[10]  H. Gunter,et al.  Educational reform and modernisation in Europe: The role of national contexts in mediating the new public management , 2015 .

[11]  Karee E. Dunn,et al.  What teachers think about what they can do with data: Development and validation of the data driven decision-making efficacy and anxiety inventory , 2013 .

[12]  J. Denis,et al.  The Routledge Companion to the Professions and Professionalism , 2016 .

[13]  Robyn Pierce,et al.  TEACHING FOR STATISTICAL LITERACY: UTILISING AFFORDANCES IN REAL-WORLD DATA , 2012 .

[14]  P. Davies.  The Relevance of Systematic Reviews to Educational Policy and Practice , 2000 .

[15]  Berit Karseth,et al.  National curricula in Norway and Finland: The role of learning outcomes , 2016 .

[16]  J. Supovitz.  Getting at Student Understanding - the Key to Teachers’ Use of Test Data , 2012 .

[17]  Richard V. R. Thomas,et al.  Evidence-based Practice in Education , 2004 .

[18]  Brianna L. Kennedy-Lewis,et al.  High School Teachers' Use of Data to Inform Instruction , 2012 .

[19]  Eva Forsberg,et al.  From role models to nations in need of advice: Norway and Sweden under the OECD’s magnifying glass , 2017 .

[20]  Tine S. Prøitz,et al.  Learning outcomes: What are they? Who defines them? When and where are they defined? , 2010 .

[21]  Val Klenowski,et al.  The impact of high stakes testing: the Australian story , 2012 .

[22]  Holger Gärtner.  Praxis und Verhältnis interner und externer Evaluation im Schulsystem im internationalen Vergleich , 2013 .

[23]  J. Little.  Understanding Data Use Practice among Teachers: The Contribution of Micro-Process Studies , 2011, American Journal of Education.

[24]  G. Skedsmo,et al.  Norway: Centralisation and Decentralisation as Twin Reform Strategies , 2013 .

[25]  D. Gough,et al.  Evidence informed policymaking in education in Europe : EIPEE final project report , 2011 .

[26]  A. M. Dijkstra,et al.  Prerequisites for data-based decision making in the classroom: Research evidence and practical illustrations , 2016 .

[27]  Jo Beth Jimerson,et al.  Organizational considerations in establishing the Data-Informed District , 2012 .

[28]  M. Carlsson,et al.  En prövningens tid. : Om det nationella provet i svenska i Skolår 5 , 2010 .

[29]  A. Paletta.  Managing Student Learning , 2011 .

[30]  Guy M. Goodwin,et al.  Introduction to Systematic Reviews , 2004, Journal of psychopharmacology.

[31]  Jochen Kramer,et al.  Vergleichsarbeiten in Baden-Württemberg , 2012 .

[32]  Kathryn Parker Boudett,et al.  Using Student-Assessment Results to Improve Instruction: Lessons From a Workshop , 2005 .

[33]  Helen Timperley,et al.  Teachers, schools and using evidence: Considerations of preparedness , 2008 .

[34]  Martin Valcke,et al.  The influence of competences and support on school performance feedback use , 2011 .

[35]  Research Committee (Victorian Branch) Of The Austr.  Evidence-based practice. , 1999, The Australian journal of physiotherapy.

[36]  Nila A Sathe,et al.  Searching for studies: a guide to information retrieval for Campbell systematic reviews , 2017 .

[37]  L. Moses.  Rethinking Mentoring: Comparing Policy and Practice in Special and General Education , 2010 .

[38]  Viki M. Young,et al.  Using Assessments for Instructional Improvement: A Literature Review. , 2010 .

[39]  Uwe Maier.  Rezeption und Nutzung von Vergleichsarbeiten aus der Perspektive von Lehrkräften , 2008 .

[40]  Eckhard Klieme,et al.  ZUR AUSSAGEKRAFT INTERNATIONALER SCHULLEISTUNGSVERGLEICHE - BEFUNDE UND ERKLÄRUNGSANSÄTZE AM BEISPIEL VON PISA , 2002 .

[41]  Alan J. Daly,et al.  Strategic Framing , 2013 .

[42]  RolfVegar Olsen,et al.  Elevenes læringssituasjon etter Kunnskapsløftet , 2013 .

[43]  Petter Aasen,et al.  Making and re-making the Nordic model of education , 2017 .

[44]  Swee C. Goh,et al.  Data Use Leads to Data Valuing: Evaluative Inquiry for School Decision Making , 2006 .

[45]  ‘Didaktik meets Curriculum’ revisited: historical encounters, systematic experience, empirical limits , 2015 .

[46]  Bruce Fuller,et al.  Strong States, Weak Schools: The Benefits and Dilemmas of Centralized Accountability , 2008 .

[47]  Christopher Downey,et al.  Professional attitudes to the use of pupil performance data in English secondary schools , 2011 .

[48]  S. Lillejord,et al.  Partnership in teacher education – a research mapping , 2016 .

[49]  A. Jönsson,et al.  Sambedömning : effektiv kompetensutveckling eller redskap för likvärdigbedömning i skolan? , 2015 .

[50]  Petter Aasen.  Initiering, finansiering och förvaltning av praxisnära forskning , 2004 .

[51]  Harvey Goldstein,et al.  Using Pupil Performance Data for Judging Schools and Teachers: Scope and limitations , 2001 .

[52]  Eva Lundqvist,et al.  Nationella prov i NO och lärares val av undervisningsinnehåll , 2013 .

[53]  Jingping Sun,et al.  A review of research on teachers’ use of student data: from the perspective of school leadership , 2016 .

[54]  Åsa Wedin.  Bedöma eller döma? : Språkbedömning och lästest i grundskolans tidigare år , 2010 .

[55]  T. Hatch,et al.  Beneath the surface of accountability: Answerability, responsibility and capacity-building in recent education reforms in Norway , 2013 .

[56]  K. M. Merki,et al.  Handbuch Neue Steuerung im Schulsystem , 2010 .

[57]  Lejf Moos.  Fra politiske demokratidiskurser mod markedsorienterede effektivitetsdiskurser , 2006 .

[58]  Viki M. Young.  Teachers’ Use of Data: Loose Coupling, Agenda Setting, and Team Norms , 2006, American Journal of Education.

[59]  Jens-Christian Smeby,et al.  Contemporary education policy and teacher professionalism , 2016 .

[60]  G. Noblit,et al.  Noblit, George W., and R. Dwight Hare, Meta-Ethnography: Synthesizing Qualitative Studies. Beverly Hills, CA: Sage, 1988. , 1988 .

[61]  K. Leithwood,et al.  Leading Data Use in Schools: Organizational Conditions and Practices at the School and District Levels , 2010 .

[62]  S. Hopmann.  No child, no school, no state left behind: schooling in the age of accountability 1 , 2008 .

[63]  C. Coburn,et al.  Research on Data Use: A Framework and Analysis , 2011 .

[64]  J. Ozga.  Governing education through data in England: from regulation to self‐evaluation , 2009 .

[65]  Trisha Greenhalgh,et al.  Storylines of research in diffusion of innovation: a meta-narrative approach to systematic review. , 2005, Social science & medicine.