Research on Data Use: A Framework and Analysis
By Cynthia Coburn, Erica O. Turner. 2011
361 citations recorded by the source corpus.
Subfields: Information Systems and Management
View Paper: https://www.semanticscholar.org/paper/22646ac3a82513168f54acfdec95558b957658ca
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Information Systems and Management
- Kim Schildkamp
- M. Bertrand
- Julie A. Marsh
- Edith S. Gummer
- Matthew Ronfeldt
- Alice Huguet
- Ellen B. Mandinach
- Chris Brown
Citations in the corpus
- Building Teachers Data-use Capacity: Insights from Strong and Developing Coaches (2014, background): “A common “mantra” of the modern day educator (Ikemoto & Marsh, 2007; see also Coburn & Turner, 2011, 2012; Hamilton et al., 2009; Mandinach, 2012), being “data driven” is not only an expectation, but also increasingly a formal criteria used in teacher evaluations.”
- Teacher Collaboration in Instructional Teams and Student Achievement (2015, background): “As Coburn and Turner (2011) point out, however, the impact of data-use processes hinges upon how teachers make sense of these data, which in turn is shaped by the organizational and political contexts in which teachers work, including institutional norms, routines, and leadership. Thus, the degree t”
- What does it mean for teachers to be data literate: Laying out the skills, knowledge, and dispositions (2016, background): “It is important for us to recognize other relevant conceptual work that has been conducted and informed our thinking (Coburn & Turner, 2011; Lai & Schildkamp, 2013; Mandinach, Honey, Light, & Brunner, 2008; Marsh, 2012; Means et al., 2010, 2011; Schildkamp & Poortman, 2015; SLDS State Support Team,…”
- Combining the best of two worlds: a conceptual proposal for evidence-informed school improvement (2017, methodology): “In so doing, it is recognised that it is also important to take into account students’ learning needs and characteristics, as well as the context in which the learning is taking place (Coburn and Turner 2011; Schildkamp, Lai, and Earl 2013; Supovitz 2010).”
- Teachers’ Sensemaking of Data and Implications for Equity (2015, methodology): “This reconceptualization is supported by research indicating that data use may not follow a rational model (Coburn & Turner, 2011; Datnow et al., 2012; FarleyRipple & Buttram, 2014; Slavit, Nelson, & Deuel, 2013).”