Pub Date : 2019-10-21DOI: 10.1108/jpcc-08-2018-0021
Roos Van Gasse, M. Lesterhuis, San Verhavert, Renske Bouwer, J. Vanhoof, P. van Petegem, S. de Maeyer
Purpose The Flemish Examination Centre designed an intervention to establish a professional learning community on the topic of writing assessment. The purpose of this paper is to investigate the effects of this intervention and explain how this intervention succeeded in establishing a professional learning community. Design/methodology/approach A mixed method design was used to answer the research questions. Quantitative analysis of comparative judgement data provided insight into the effects of the intervention. More specifically was analysed whether examiners judged more in line after the intervention. Qualitative analysis of the conversations within the intervention served to examine how interdependent examiners behaved in the professionalisation exercises and to gain insight into how a professional learning community was established. Findings The analysis showed that the intervention of the Flemish Examination Centre facilitated the formation of a professional learning community. This was visible in the quantitative analysis. The qualitative analysis showed that highly interdependent activities were helpful in establishing the professional learning community. Practical implications This study shows that interactions of high interdependence are beneficial to facilitate professional learning communities. Originality/value This study shows that the assessment data can guide a well-thought out design of interventions to establish professional learning communities among assessors. Assessment data can be a guidance for supportive group constellations and discussions to improve assessment practices. The key in this regard lies in the level of interdependence that is created among participants.
{"title":"Encouraging professional learning communities to increase the shared consensus in writing assessments","authors":"Roos Van Gasse, M. Lesterhuis, San Verhavert, Renske Bouwer, J. Vanhoof, P. van Petegem, S. de Maeyer","doi":"10.1108/jpcc-08-2018-0021","DOIUrl":"https://doi.org/10.1108/jpcc-08-2018-0021","url":null,"abstract":"\u0000Purpose\u0000The Flemish Examination Centre designed an intervention to establish a professional learning community on the topic of writing assessment. The purpose of this paper is to investigate the effects of this intervention and explain how this intervention succeeded in establishing a professional learning community.\u0000\u0000\u0000Design/methodology/approach\u0000A mixed method design was used to answer the research questions. Quantitative analysis of comparative judgement data provided insight into the effects of the intervention. More specifically was analysed whether examiners judged more in line after the intervention. Qualitative analysis of the conversations within the intervention served to examine how interdependent examiners behaved in the professionalisation exercises and to gain insight into how a professional learning community was established.\u0000\u0000\u0000Findings\u0000The analysis showed that the intervention of the Flemish Examination Centre facilitated the formation of a professional learning community. This was visible in the quantitative analysis. The qualitative analysis showed that highly interdependent activities were helpful in establishing the professional learning community.\u0000\u0000\u0000Practical implications\u0000This study shows that interactions of high interdependence are beneficial to facilitate professional learning communities.\u0000\u0000\u0000Originality/value\u0000This study shows that the assessment data can guide a well-thought out design of interventions to establish professional learning communities among assessors. Assessment data can be a guidance for supportive group constellations and discussions to improve assessment practices. The key in this regard lies in the level of interdependence that is created among participants.\u0000","PeriodicalId":44790,"journal":{"name":"Journal of Professional Capital and Community","volume":null,"pages":null},"PeriodicalIF":3.8,"publicationDate":"2019-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1108/jpcc-08-2018-0021","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48706065","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-10-21DOI: 10.1108/JPCC-02-2019-0002
Kaye Twyford, D. L. Le Fevre
PurposeThe purpose of this paper is to examine how the actions of leaders influence teachers’ perceptions of risk and sensemaking during professional learning (PL).Design/methodology/approachA qualitative case study primarily involving semi-structured interviews was utilized to collect teacher-perception data. In total, 21 teachers across three New Zealand schools were interviewed as they participated in the first year of a school-wide PL initiative. Data were analyzed using a risk perception lens focused on uncertainty.FindingsTeachers’ perceptions of risk were influenced by leaders’ actions. Leaders built supportive relationships by knowing the teacher as a learner; showing empathy and respect; providing support; and engendering trust. Teachers reported that the quality of relationships combined with their own state of knowledge influenced their perceptions of risk and learning.Practical implicationsLeaders are reminded that learning is inherently uncertain and uncomfortable and that they have an important role to ensure an environment that is safe and supportive for teacher risk taking and change. A risk lens enables leaders and PL facilitators to consider their influence on teachers’ uncertainty and feelings of vulnerability and take action to reduce these where possible so that both teacher and student learning may be maximized.Originality/valueThis research advances the conceptualization of perceived risk in professional learning, emphasizing the importance of leadership in supporting teacher learning. It adds further detail to our understanding of trust, vulnerability, identity and risk in the development of professional capital and community and their connection to the professional and emotional lives of teachers.
{"title":"Leadership, uncertainty and risk: how leaders influence teachers","authors":"Kaye Twyford, D. L. Le Fevre","doi":"10.1108/JPCC-02-2019-0002","DOIUrl":"https://doi.org/10.1108/JPCC-02-2019-0002","url":null,"abstract":"PurposeThe purpose of this paper is to examine how the actions of leaders influence teachers’ perceptions of risk and sensemaking during professional learning (PL).Design/methodology/approachA qualitative case study primarily involving semi-structured interviews was utilized to collect teacher-perception data. In total, 21 teachers across three New Zealand schools were interviewed as they participated in the first year of a school-wide PL initiative. Data were analyzed using a risk perception lens focused on uncertainty.FindingsTeachers’ perceptions of risk were influenced by leaders’ actions. Leaders built supportive relationships by knowing the teacher as a learner; showing empathy and respect; providing support; and engendering trust. Teachers reported that the quality of relationships combined with their own state of knowledge influenced their perceptions of risk and learning.Practical implicationsLeaders are reminded that learning is inherently uncertain and uncomfortable and that they have an important role to ensure an environment that is safe and supportive for teacher risk taking and change. A risk lens enables leaders and PL facilitators to consider their influence on teachers’ uncertainty and feelings of vulnerability and take action to reduce these where possible so that both teacher and student learning may be maximized.Originality/valueThis research advances the conceptualization of perceived risk in professional learning, emphasizing the importance of leadership in supporting teacher learning. It adds further detail to our understanding of trust, vulnerability, identity and risk in the development of professional capital and community and their connection to the professional and emotional lives of teachers.","PeriodicalId":44790,"journal":{"name":"Journal of Professional Capital and Community","volume":null,"pages":null},"PeriodicalIF":3.8,"publicationDate":"2019-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1108/JPCC-02-2019-0002","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41793614","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-10-21DOI: 10.1108/JPCC-12-2018-0032
Anne Podolsky, Tara Kini, L. Darling-Hammond
Purpose The purpose of this paper is to summarize the key findings from a critical review of relevant US research to determine whether teachers, on average, improve in their effectiveness as they gain experience in the teaching profession. Design/methodology/approach This paper is based on the authors’ review of 30 studies published since 2003 that analyze the effect of teaching experience on student outcomes in the USA. Findings The authors find that: teaching experience is positively associated with student achievement gains throughout much of a teacher’s career; as teachers gain experience, their students are more likely to do better on measures of success beyond test scores; teachers make greater gains in their effectiveness when they teach in a supportive, collegial environment, or accumulate experience in the same grade, subject or district; and more experienced teachers confer benefits to their colleagues. Originality/value A renewed look at this research is warranted due to advances in methods and data systems that have allowed researchers to examine this question with greater sophistication.
{"title":"Does teaching experience increase teacher effectiveness? A review of US research","authors":"Anne Podolsky, Tara Kini, L. Darling-Hammond","doi":"10.1108/JPCC-12-2018-0032","DOIUrl":"https://doi.org/10.1108/JPCC-12-2018-0032","url":null,"abstract":"\u0000Purpose\u0000The purpose of this paper is to summarize the key findings from a critical review of relevant US research to determine whether teachers, on average, improve in their effectiveness as they gain experience in the teaching profession.\u0000\u0000\u0000Design/methodology/approach\u0000This paper is based on the authors’ review of 30 studies published since 2003 that analyze the effect of teaching experience on student outcomes in the USA.\u0000\u0000\u0000Findings\u0000The authors find that: teaching experience is positively associated with student achievement gains throughout much of a teacher’s career; as teachers gain experience, their students are more likely to do better on measures of success beyond test scores; teachers make greater gains in their effectiveness when they teach in a supportive, collegial environment, or accumulate experience in the same grade, subject or district; and more experienced teachers confer benefits to their colleagues.\u0000\u0000\u0000Originality/value\u0000A renewed look at this research is warranted due to advances in methods and data systems that have allowed researchers to examine this question with greater sophistication.\u0000","PeriodicalId":44790,"journal":{"name":"Journal of Professional Capital and Community","volume":null,"pages":null},"PeriodicalIF":3.8,"publicationDate":"2019-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1108/JPCC-12-2018-0032","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48902057","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-08-06DOI: 10.1108/JPCC-03-2019-0005
Hayley Weddle, Marie Lockton, Amanda Datnow
Purpose While the benefits of teacher collaboration are well documented, less is known about how emotions intersect with teachers’ collective work. Educational change is an emotional process, as reform efforts often involve shifts in teachers’ daily routines and professional identities. To better understand these complexities, the purpose of this paper is to investigate the emotional dimensions of teachers’ collaborative efforts to improve instruction. Design/methodology/approach Drawing on qualitative data, this longitudinal case study of one teacher team explores how teacher collaboration for instructional improvement intersects with emotional geographies. Data analyzed include three years of meeting observations and annual interviews with teachers and school leaders. Findings An analysis of data reveals how emotions both shaped and were shaped by teachers’ collaboration experiences. Varying beliefs about practice, expectations about collective work and identity (in this case, gender) impacted collaboration and subsequently opportunities for instructional improvement. Practical implications This study demonstrates how attending to the emotional aspects of teacher collaboration could serve as an effective strategy for bolstering capacity-building efforts. Findings highlight the interplay between emotional geographies, suggesting that common ground across one geography could potentially be built upon to close gaps across others. Originality/value This study provides a unique longitudinal exploration of the emotional dimensions of teachers’ collective work. The study also contributes to new knowledge about the ways in which teachers’ emotions and collaborative experiences intersect, including the interplay between emotional geographies.
{"title":"Teacher collaboration, differing expectations, and emotions in school improvement","authors":"Hayley Weddle, Marie Lockton, Amanda Datnow","doi":"10.1108/JPCC-03-2019-0005","DOIUrl":"https://doi.org/10.1108/JPCC-03-2019-0005","url":null,"abstract":"\u0000Purpose\u0000While the benefits of teacher collaboration are well documented, less is known about how emotions intersect with teachers’ collective work. Educational change is an emotional process, as reform efforts often involve shifts in teachers’ daily routines and professional identities. To better understand these complexities, the purpose of this paper is to investigate the emotional dimensions of teachers’ collaborative efforts to improve instruction.\u0000\u0000\u0000Design/methodology/approach\u0000Drawing on qualitative data, this longitudinal case study of one teacher team explores how teacher collaboration for instructional improvement intersects with emotional geographies. Data analyzed include three years of meeting observations and annual interviews with teachers and school leaders.\u0000\u0000\u0000Findings\u0000An analysis of data reveals how emotions both shaped and were shaped by teachers’ collaboration experiences. Varying beliefs about practice, expectations about collective work and identity (in this case, gender) impacted collaboration and subsequently opportunities for instructional improvement.\u0000\u0000\u0000Practical implications\u0000This study demonstrates how attending to the emotional aspects of teacher collaboration could serve as an effective strategy for bolstering capacity-building efforts. Findings highlight the interplay between emotional geographies, suggesting that common ground across one geography could potentially be built upon to close gaps across others.\u0000\u0000\u0000Originality/value\u0000This study provides a unique longitudinal exploration of the emotional dimensions of teachers’ collective work. The study also contributes to new knowledge about the ways in which teachers’ emotions and collaborative experiences intersect, including the interplay between emotional geographies.\u0000","PeriodicalId":44790,"journal":{"name":"Journal of Professional Capital and Community","volume":null,"pages":null},"PeriodicalIF":3.8,"publicationDate":"2019-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1108/JPCC-03-2019-0005","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49055371","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-07-08DOI: 10.1108/JPCC-07-2019-037
K. Schildkamp, C. Poortman, P. Sahlberg
Research has shown that data use can lead to increased student achievement (Carlson et al., 2011; Lai, et al., 2009; Poortman and Schildkamp, 2016; Van Geel et al., 2016). At the same time, more and more data have become available to schools and teachers. Education authorities are increasingly expected to make use of data (e.g., national assessment data, international large-scale assessments) in decision-making regarding education policy and reforms. School leaders and teachers have more data available from classrooms and schools through observations and surveys that they can take into account in individual and collective professional judgment regarding teaching. This is often referred to as data-based decision making, data use for short. This involves the systematic collection, analysis, and interpretation of multiple data sources, such as assessment results and classroom observations, to improve education (Schildkamp and Kuiper, 2010).
{"title":"Data-based decision making in developing countries: balancing accountability measures and improvement efforts","authors":"K. Schildkamp, C. Poortman, P. Sahlberg","doi":"10.1108/JPCC-07-2019-037","DOIUrl":"https://doi.org/10.1108/JPCC-07-2019-037","url":null,"abstract":"Research has shown that data use can lead to increased student achievement (Carlson et al., 2011; Lai, et al., 2009; Poortman and Schildkamp, 2016; Van Geel et al., 2016). At the same time, more and more data have become available to schools and teachers. Education authorities are increasingly expected to make use of data (e.g., national assessment data, international large-scale assessments) in decision-making regarding education policy and reforms. School leaders and teachers have more data available from classrooms and schools through observations and surveys that they can take into account in individual and collective professional judgment regarding teaching. This is often referred to as data-based decision making, data use for short. This involves the systematic collection, analysis, and interpretation of multiple data sources, such as assessment results and classroom observations, to improve education (Schildkamp and Kuiper, 2010).","PeriodicalId":44790,"journal":{"name":"Journal of Professional Capital and Community","volume":null,"pages":null},"PeriodicalIF":3.8,"publicationDate":"2019-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1108/JPCC-07-2019-037","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44580995","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-07-08DOI: 10.1108/JPCC-11-2018-0031
A. Y. Ahmed
Purpose The Ethiopian educational system has witnessed considerable structural and curricular changes aimed to address access, equity and relevance. At the same time, there are serious concerns about educational quality as a consequence of these changes. Data use can be an important approach for changing the planning, execution, monitoring and evaluation of activities having the purpose of improving teaching and learning. The purpose of this paper is, therefore, to investigate data use in primary education in Ethiopia. Design/methodology/approach Using a mixed methods approach, surveys and semi-structured interviews were conducted to collect data from a cluster random sample of eight primary schools representing four different levels of effectiveness in implementing a mandated school improvement program in Ethiopia. Findings The availability of wider ranges of input, process, outcome and context data per se does not ensure actual use. A complex combination of data, user and organizational factors influences data use in schools, with organizational factors appearing to be most influential. Unrealistic accountability pressures and lack of targeted supervision support seemed to cause unintended data use, such as abuse of data. Practical implications Schools need more systematic professional development in data use, with explicit attention to school leadership. Moreover, it is important to make educational inspection processes more responsive to the demands of the school improvement process by adding aspects of the school improvement tradition, such as data-based decision making. Originality/value This study contributes to understanding of the nature, characteristics and processes of data use in a developing country context, in which competing accountability mandates often shape policy and practice.
{"title":"Data-based decision making in primary schools in Ethiopia","authors":"A. Y. Ahmed","doi":"10.1108/JPCC-11-2018-0031","DOIUrl":"https://doi.org/10.1108/JPCC-11-2018-0031","url":null,"abstract":"\u0000Purpose\u0000The Ethiopian educational system has witnessed considerable structural and curricular changes aimed to address access, equity and relevance. At the same time, there are serious concerns about educational quality as a consequence of these changes. Data use can be an important approach for changing the planning, execution, monitoring and evaluation of activities having the purpose of improving teaching and learning. The purpose of this paper is, therefore, to investigate data use in primary education in Ethiopia.\u0000\u0000\u0000Design/methodology/approach\u0000Using a mixed methods approach, surveys and semi-structured interviews were conducted to collect data from a cluster random sample of eight primary schools representing four different levels of effectiveness in implementing a mandated school improvement program in Ethiopia.\u0000\u0000\u0000Findings\u0000The availability of wider ranges of input, process, outcome and context data per se does not ensure actual use. A complex combination of data, user and organizational factors influences data use in schools, with organizational factors appearing to be most influential. Unrealistic accountability pressures and lack of targeted supervision support seemed to cause unintended data use, such as abuse of data.\u0000\u0000\u0000Practical implications\u0000Schools need more systematic professional development in data use, with explicit attention to school leadership. Moreover, it is important to make educational inspection processes more responsive to the demands of the school improvement process by adding aspects of the school improvement tradition, such as data-based decision making.\u0000\u0000\u0000Originality/value\u0000This study contributes to understanding of the nature, characteristics and processes of data use in a developing country context, in which competing accountability mandates often shape policy and practice.\u0000","PeriodicalId":44790,"journal":{"name":"Journal of Professional Capital and Community","volume":null,"pages":null},"PeriodicalIF":3.8,"publicationDate":"2019-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1108/JPCC-11-2018-0031","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43679163","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-07-08DOI: 10.1108/JPCC-11-2018-0029
Ikhsan Abdusyakur, C. Poortman
Purpose Many studies have underlined data use for school improvement. However, these are mainly based on developed countries; studies on data use are still lacking on developing countries. The purpose of this paper is to investigate data use in Indonesian primary schools. This study is based on a conceptual framework focusing on kinds of data, purposes of data use and factors promoting or hindering data use in schools. Design/methodology/approach The authors employed a mixed-method research design, with a total of 194 teachers and 28 heads of schools from 60 schools participating in the survey. Based on the survey analysis, six schools were purposively sampled for a multiple-case study approach. Findings The results show that Indonesian primary schools have similar kinds of data available and most data are used for accountability purposes only. These findings might be explained by the government trying to counter-balance the schools’ autonomy, so that the focus of data use seems to be more on accountability than on school development and instructional purposes. The results also reveal that the factors had a different influence for each data use purpose: high data use schools provided insight into promoting factors, while the low data user schools provided an understanding of hindering factors. Originality/value This study makes a scientific contribution by offering understanding of data use in a different context. Indonesia has become decentralized in most state functions, including education. Therefore, this study can be used as a guideline for future studies of data use in other developing countries context in supporting the decentralization of educational systems.
{"title":"Study on data use in Indonesian primary schools","authors":"Ikhsan Abdusyakur, C. Poortman","doi":"10.1108/JPCC-11-2018-0029","DOIUrl":"https://doi.org/10.1108/JPCC-11-2018-0029","url":null,"abstract":"\u0000Purpose\u0000Many studies have underlined data use for school improvement. However, these are mainly based on developed countries; studies on data use are still lacking on developing countries. The purpose of this paper is to investigate data use in Indonesian primary schools. This study is based on a conceptual framework focusing on kinds of data, purposes of data use and factors promoting or hindering data use in schools.\u0000\u0000\u0000Design/methodology/approach\u0000The authors employed a mixed-method research design, with a total of 194 teachers and 28 heads of schools from 60 schools participating in the survey. Based on the survey analysis, six schools were purposively sampled for a multiple-case study approach.\u0000\u0000\u0000Findings\u0000The results show that Indonesian primary schools have similar kinds of data available and most data are used for accountability purposes only. These findings might be explained by the government trying to counter-balance the schools’ autonomy, so that the focus of data use seems to be more on accountability than on school development and instructional purposes. The results also reveal that the factors had a different influence for each data use purpose: high data use schools provided insight into promoting factors, while the low data user schools provided an understanding of hindering factors.\u0000\u0000\u0000Originality/value\u0000This study makes a scientific contribution by offering understanding of data use in a different context. Indonesia has become decentralized in most state functions, including education. Therefore, this study can be used as a guideline for future studies of data use in other developing countries context in supporting the decentralization of educational systems.\u0000","PeriodicalId":44790,"journal":{"name":"Journal of Professional Capital and Community","volume":null,"pages":null},"PeriodicalIF":3.8,"publicationDate":"2019-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1108/JPCC-11-2018-0029","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44446046","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-07-08DOI: 10.1108/JPCC-11-2018-0028
D. Eddy-Spicer, M. Ehren, M. Bangpan
Purpose The collection and dissemination of standardized performance information about students, teachers, schools and school systems offer potentially important tools for school accountability and resource allocation as well as school improvement in developing countries. However, performance monitoring systems in developing countries are in many cases copied from those in high-income countries without a clear understanding of their functioning in contexts of limited resources and capacity for change. The purpose of this paper is to examine the conditions under which and the mechanisms through which system-wide performance monitoring affects school-level organization and processes in low- and middle-income countries (LMICs). Design/methodology/approach The review employs realist synthesis because of the complexity and dynamism of conditions in LMICs, the wide variability in available literature and the aim of explaining how particular organizational outcomes arise, given particular conditions. The authors draw on findings from a systematic review of 22 studies and reports, published since 2001, related to the implementation of performance monitoring. Findings The findings highlight key barriers to the use of data to inform school accountability and improvement. Capacity to collect, interpret and use data is an important condition to both effective external accountability as well as improvement of schools. Originality/value The review uses realist approaches to building middle-level theories to help scholars, educational advisers, policy makers and educational leaders understand the causal processes that result in certain outcomes from monitoring activities and to identify the conditions that are necessary for those processes to have the desired outcomes.
{"title":"Monitoring and data use in developing countries","authors":"D. Eddy-Spicer, M. Ehren, M. Bangpan","doi":"10.1108/JPCC-11-2018-0028","DOIUrl":"https://doi.org/10.1108/JPCC-11-2018-0028","url":null,"abstract":"\u0000Purpose\u0000The collection and dissemination of standardized performance information about students, teachers, schools and school systems offer potentially important tools for school accountability and resource allocation as well as school improvement in developing countries. However, performance monitoring systems in developing countries are in many cases copied from those in high-income countries without a clear understanding of their functioning in contexts of limited resources and capacity for change. The purpose of this paper is to examine the conditions under which and the mechanisms through which system-wide performance monitoring affects school-level organization and processes in low- and middle-income countries (LMICs).\u0000\u0000\u0000Design/methodology/approach\u0000The review employs realist synthesis because of the complexity and dynamism of conditions in LMICs, the wide variability in available literature and the aim of explaining how particular organizational outcomes arise, given particular conditions. The authors draw on findings from a systematic review of 22 studies and reports, published since 2001, related to the implementation of performance monitoring.\u0000\u0000\u0000Findings\u0000The findings highlight key barriers to the use of data to inform school accountability and improvement. Capacity to collect, interpret and use data is an important condition to both effective external accountability as well as improvement of schools.\u0000\u0000\u0000Originality/value\u0000The review uses realist approaches to building middle-level theories to help scholars, educational advisers, policy makers and educational leaders understand the causal processes that result in certain outcomes from monitoring activities and to identify the conditions that are necessary for those processes to have the desired outcomes.\u0000","PeriodicalId":44790,"journal":{"name":"Journal of Professional Capital and Community","volume":null,"pages":null},"PeriodicalIF":3.8,"publicationDate":"2019-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1108/JPCC-11-2018-0028","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46976200","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-07-08DOI: 10.1108/JPCC-03-2019-0007
J. Voogt, J. Pieters
Purpose This contribution to the special issue integrates findings addressed by the other papers. In order to structure the insights delivered by the studies and to address the perspectives with the objectives of the special issue, the purpose of this paper is to identify two major components: system characteristics and culture. Design/methodology/approach These are discussed and subsequently the studies are positioned according to this framework. Findings The authors further discuss elements involved in increasing the power of clients of the educational system, needs for capacity building, and the need for horizontal and vertical accountability. Originality/value Discussion paper to a special issue on data-based decision making.
{"title":"Data-based decision making in developing countries: the influence of system and culture","authors":"J. Voogt, J. Pieters","doi":"10.1108/JPCC-03-2019-0007","DOIUrl":"https://doi.org/10.1108/JPCC-03-2019-0007","url":null,"abstract":"\u0000Purpose\u0000This contribution to the special issue integrates findings addressed by the other papers. In order to structure the insights delivered by the studies and to address the perspectives with the objectives of the special issue, the purpose of this paper is to identify two major components: system characteristics and culture.\u0000\u0000\u0000Design/methodology/approach\u0000These are discussed and subsequently the studies are positioned according to this framework.\u0000\u0000\u0000Findings\u0000The authors further discuss elements involved in increasing the power of clients of the educational system, needs for capacity building, and the need for horizontal and vertical accountability.\u0000\u0000\u0000Originality/value\u0000Discussion paper to a special issue on data-based decision making.\u0000","PeriodicalId":44790,"journal":{"name":"Journal of Professional Capital and Community","volume":null,"pages":null},"PeriodicalIF":3.8,"publicationDate":"2019-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1108/JPCC-03-2019-0007","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41286652","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-04-15DOI: 10.1108/JPCC-01-2018-0003
M. Scanlan, Min-Seong Kim, L. Ludlow
PurposeAs the demographic landscape in the USA becomes more culturally and linguistically diverse (CLD), schools must build educators’ professional knowledge and skills to better serve students whose mother tongues are not English. The purpose of this paper is to report on the formation of a network of schools collaboratively transforming their approaches to teaching and learning in order to meet the educational needs of this changing student population.Design/methodology/approachTo determine how relational networks in this network affect the learning of educators to implement the bilingual education model, the authors drew from three data sources: a social network survey, semi-structured interviews and archival documents.FindingsThe schools in this study are engaged in a dramatic restructuring, moving from monolingual English schools to a network of two-way immersion bilingual schools. The evidence from this study revealed different information sharing structures within the relational networks. The authors found organizational structures of interactive spaces and teams supporting the relational networks that created communities of practice, and these communities of practice fostering all three aspects of profession capital (human, social and decisional).Research limitations/implicationsThe analysis points toward the complicated nature of organizational learning within networks of schools. While some relational networks were strong, the authors also note gaps and disconnections in the network interactions, despite the structures promoting connectivity. Hence, this study sheds light on both the power and the limitation of networked learning within and across school striving to improve the teaching and learning for CLD students.Originality/valueThis original analysis lays the foundation for future investigations of networked learning.
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