Exploring leadership influence within data-informed decision-making practices in Australian independent schools

Q3 Social Sciences Studia Paedagogica Pub Date : 2022-02-14 DOI:10.5817/sp2021-4-7
Venesser Fernandes
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引用次数: 1

Abstract

There is increasingly strong pressure on schools to use data within their decision-making processes; the pressure comes not just from high-stakes testing but also from the subsequent comparative analysis conducted in the international, national, state, and local jurisdictions that represent the educational systems responsible for ensuring that students continue to receive quality education (Harris & Jones, 2017). There is paucity in empirical research within Australia on the practice of data use within schools; research is lacking on data interactions among school leaders in their workplace settings (Coburn & Turner, 2012). This study contributes toward this identified gap in Australian research literature on the practice of data-informed decision making (DIDM) in schools. Using a case-study approach at two K-12 independent schools in Victoria, Australia, the study sought to understand the "how" and "why" of DIDM systems that are currently in use within Australian independent schools in order to better understand what data-informed school improvement processes are being used in practice in this sector of Australian schooling. Based on the findings, we offer recommendations for developing improved system capabilities that make schools data literate and numerate and identify the important transformational role that senior and middle-level school leaders play in building up data-informed collaborative school cultures within their schools.
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探索澳大利亚独立学校基于数据的决策实践中的领导力影响
学校在决策过程中使用数据的压力越来越大;压力不仅来自高风险测试,还来自随后在国际、国家、州和地方司法管辖区进行的比较分析,这些司法管辖区代表着负责确保学生继续接受优质教育的教育系统(Harris&Jones,2017)。澳大利亚国内对学校内数据使用实践的实证研究很少;缺乏关于学校领导在工作环境中的数据互动的研究(Coburn&Turner,2012)。这项研究有助于填补澳大利亚研究文献中关于学校数据知情决策实践的空白。该研究采用澳大利亚维多利亚州两所K-12独立学校的案例研究方法,试图了解澳大利亚独立学校目前使用的DIDM系统的“方式”和“原因”,以便更好地了解澳大利亚学校教育部门在实践中使用了哪些基于数据的学校改进过程。基于这些发现,我们提出了发展改进系统能力的建议,使学校具备数据素养和计算能力,并确定了高级和中级学校领导在学校内建立基于数据的合作学校文化方面发挥的重要转型作用。
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来源期刊
Studia Paedagogica
Studia Paedagogica Social Sciences-Education
CiteScore
1.00
自引率
0.00%
发文量
13
审稿时长
12 weeks
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.
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