{"title":"Student guidance decisions at team meetings: do teachers use data for rational decision making?","authors":"Roos Van Gasse, Martine E. M. Mol","doi":"10.5817/sp2021-4-5","DOIUrl":null,"url":null,"abstract":"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.","PeriodicalId":37607,"journal":{"name":"Studia Paedagogica","volume":" ","pages":""},"PeriodicalIF":0.0000,"publicationDate":"2022-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Studia Paedagogica","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.5817/sp2021-4-5","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"Social Sciences","Score":null,"Total":0}
引用次数: 0
Abstract
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.
期刊介绍:
Studia Paedagogica publishes original papers on education, upbringing and learning from all spheres of social life. The papers are theoretical, but mainly empirical as the journal publishes research undertaken in the Czech Republic and abroad. The journal publishes only original research papers and is open to both experienced and early researchers. Early researchers can publish their papers in the section Emerging Researchers of the journal and are offered intensive editorial support. The journal is interdisciplinary - it covers current topics in educational research while at the same time providing scope for studies grounded in other social sciences. The journal publishes four issues per year, two issues are dedicated to general interest articles and are in Czech, two issues are on a single topic and are in English. Studia Paedagogica is a peer reviewed journal published by the Masaryk University. The executive editors are members of the staff of the Department of Educational Sciences and the editorial board comprises of international experts. The name of the journal is derived from the name of its predecessor, Studia minora facultatis philosophicae universitatis brunensis (Sborník prací filozofické fakulty brněnské univerzity), which was issued from 1996 to 2008. However, the tradition of the journal dates much further back as the pedagogical-psychological series of the journal was published even between 1966 to 1995.