The Data Culture Continuum: An Examination of School Data Cultures

IF 2.4 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Educational Administration Quarterly Pub Date : 2020-10-01 DOI:10.1177/0013161X19873034
Kara Lasater, Waheeb S. Albiladi, W. Davis, Ed Bengtson
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引用次数: 10

Abstract

Purpose: The purpose of this study was to examine teachers and school leaders’ experiences using data in the state of Arkansas. Research Design: Initially, an exploratory pilot study was conducted to examine educators’ experiences using data within one Arkansas district. This involved focus groups with 24 participants from 10 schools. Data were analyzed and used to design the second phase of inquiry. The second phase involved an examination of teachers and leaders’ experiences using data throughout Arkansas. Data were collected using focus groups with teachers and in-depth interviews with building-level leaders (52 participants representing eights schools, seven districts). Data were analyzed using multiple cycles of coding, ongoing dialogic engagement, and constant comparative analysis. Findings: Analysis led to the identification of six “data factors” (i.e., trust and collaboration, purpose of data use, leader expectations and teacher agency, data ownership, leader competency, and data as a tool) which we believed influenced schools’ data cultures. Data factors were used to develop the data culture continuum framework, which suggests that schools create data cultures which exist on a continuum—from positive to negative—and a school’s placement on the continuum is fluid and dependent on its unique combination of positive and negative data factors. Implications for Research and Practice: The data culture continuum provides a framework that can assist school leaders in understanding and implementing data factors that support their schools in developing positive data cultures. It also provides a springboard into future quantitative and qualitative studies related to the framework.
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数据文化连续体:对学校数据文化的考察
目的:本研究的目的是调查阿肯色州教师和学校领导使用数据的经历。研究设计:最初,进行了一项探索性的试点研究,以检查教育工作者在阿肯色州一个地区使用数据的经验。这涉及到来自10所学校的24名参与者的焦点小组。数据进行了分析,并用于设计第二阶段的调查。第二阶段涉及使用阿肯色州各地的数据对教师和领导的经验进行检查。数据是通过与教师的焦点小组和与建筑级领导的深入访谈收集的(52名参与者代表七个地区的八所学校)。使用多个编码周期、持续的对话参与和持续的比较分析来分析数据。研究结果:分析发现了六个“数据因素”(即信任和协作、数据使用目的、领导者期望和教师代理、数据所有权、领导者能力和数据作为工具),我们认为这些因素影响了学校的数据文化。数据因素被用于开发数据文化连续体框架,该框架表明,学校创造的数据文化存在于一个连续体上——从积极到消极——而学校在连续体上的位置是流动的,取决于其积极和消极数据因素的独特组合。对研究和实践的启示:数据文化连续体提供了一个框架,可以帮助学校领导理解和实施支持学校发展积极数据文化的数据因素。它还为未来与该框架相关的定量和定性研究提供了跳板。
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来源期刊
Educational Administration Quarterly
Educational Administration Quarterly EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
6.90
自引率
3.00%
发文量
9
期刊介绍: Educational Administration Quarterly presents prominent empirical and conceptual articles focused on timely and critical leadership and policy issues of educational organizations. As an editorial team, we embrace traditional and emergent research paradigms, methods, and issues. We particularly promote the publication of rigorous and relevant scholarly work that enhances linkages among and utility for educational policy, practice, and research arenas.
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