组件、基础设施和能力:探索可操作数据使用对P-20教育实践的影响

IF 2.4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Review of Research in Education Pub Date : 2019-05-22 DOI:10.3102/0091732X18821116
Philip J. Piety
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引用次数: 10

摘要

本章回顾了可操作数据的使用——作为一个总括术语和一个具体概念——在三种不同的传统中发展起来,数据/信息可以告知和指导P-20教育实践,以获得更好的结果。本文综述的文献主要包括数据驱动决策(DDDM)、教育数据挖掘(EDM)和学习分析(LA)。DDDM以K-12为基础,具有社会导向,并受政策影响。EDM和LA开始在高等教育中使用教学工具提供的数据。本文回顾了1500多篇出版物,追踪了这些社区的模式,揭示了DDDM和EDM/LA之间的学科脱节。认识到信息的系统性,将分析从教师实践扩展到教育者实践。虽然在所有领域都取得了方法学上的进展,但对影响的研究集中在DDDM方面。EDM和LA专注于当前/未来教育设置的工具,并在重新构思学习实践的同时利用为基础研究收集的数据。DDDM影响研究不支持数据使用的直接有益模型。相反,揭示了影响数据使用的长期能力因素,包括文化和组织流程。一个组成部分、基础设施和能力的互补模型提出了关于教育社会技术未来的学术建议。
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Components, Infrastructures, and Capacity: The Quest for the Impact of Actionable Data Use on P–20 Educator Practice
This chapter reviews actionable data use—both as an umbrella term and as a specific concept—developed in three different traditions that data/information can inform and guide P–20 educational practice toward better outcomes. The literatures reviewed are known as data-driven decision making (DDDM), education data mining (EDM), and learning analytics (LA). DDDM is grounded in K–12 settings, has a social orientation, and is shaped by policy. EDM and LA began in higher education using data provided by instructional tools. This review of more than 1,500 publications traced patterns in these communities revealing disciplinary disconnects between DDDM and EDM/LA. Recognizing information’s systemic nature, this review expanded the analysis from teacher practice to educator practice. While methodological progress has been made in all areas, studies of impact were concentrated in DDDM. EDM and LA focus on tools for current/future educational settings and leveraging data harvested for basic research while reconceiving learning practices. The DDDM impact studies did not support a directly beneficial model for data use. Rather, long timescale capacity factors, including cultural and organizational processes that impact data use were revealed. A complementary model of components, infrastructure, and capacity is advanced with recommendations for scholarship in education’s sociotechnical future.
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来源期刊
Review of Research in Education
Review of Research in Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
15.70
自引率
0.00%
发文量
14
期刊介绍: Review of Research in Education (RRE), published annually since 1973 (approximately 416 pp./volume year), provides an overview and descriptive analysis of selected topics of relevant research literature through critical and synthesizing essays. Articles are usually solicited for specific RRE issues. There may also be calls for papers. RRE promotes discussion and controversy about research problems in addition to pulling together and summarizing the work in a field.
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