Making Sense of Data-Driven Decision Making in Education

By Julie A. Marsh, John F. Pane, L. Hamilton. 2006

494 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/2811e1b287dab1974c1ce16b90052d0a5d5dac7a

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Citations in the corpus

Combining the best of two worlds: a conceptual proposal for evidence-informed school improvement (2017, methodology): “In such cases, a feed-back loop is created from data to goal achievement (Mandinach et al. 2008; Marsh 2012; Marsh, Pane, and Hamilton 2006”
Building Teachers Data-use Capacity: Insights from Strong and Developing Coaches (2014, background): “At the same time, we know that not all teachers are equipped to analyze and use data to adjust their planning and instruction (Cosner, 2012; Heritage, Kim, Vendlinski, & Herman, 2009; Kerr et al., 2006; Means et al., 2011; Marsh, Pane, and Hamilton, 2006; Oláh et al., 2010; Supovitz & Klein, 2003).”
Using Student Achievement Data to Support Instructional Decision Making (2009, unknown): “Marsh, Pane, and Hamilton (2006); Kerr et al. (2006).”
A Multistate District-Level Cluster Randomized Trial of the Impact of Data-Driven Reform on Reading and Mathematics Achievement (2011, background): “(Marsh et al., 2006, p. 12) This article answers the call for experimental evaluation of the effects of enhanced data provision and training.”
Using Data to Alter Instructional Practice: The Mediating Role of Coaches and Professional Learning Communities (2015, methodology): “…focusing on the “bubble kids”), which may yield short-term improvements in achievement but not necessarily deeper learning as intended by those promoting assessment- and data-driven reform (Booher-Jennings, 2005; hamilton et al., 2007; Jennings, 2012; Marsh et al., 2006; Pedulla et al., 2003).”
Teachers’ Sensemaking of Data and Implications for Equity (2015, methodology): “The cycle, adapted from Mandinach, Honey, Light, and Brunner (2008) and Marsh, Pane, and Hamilton (2006), provides a normative model of teacher data use, assuming a rational approach to decision making in which one step logically leads to another.”
Research on Data Use: A Framework and Analysis (2011, background): “…Thorn, Meyer, & Gamoran, 2007); rules and policies, such as specifications of how teachers use their non-instructional time in union contracts (Marsh et al., 2006); external organizations and actors (Burch & Hayes, 2009; Datnow & Honig, 2008); and trust (Herman & Gribbons, 2001; Ikemoto &…”
Interventions Promoting Educators’ Use of Data: Research Insights and Gaps (2012, methodology): “And although federal and state accountability policies have added pressure and incentives to use data, numerous studies have documented obstacles to such use—most notably, lack of time allocated to educators to examine data and engage in data-related discussions and actions (Feldman & Tung, 2001; In”
Data-based decision-making for school improvement: Research insights and gaps (2019, methodology): “In most existing models of data use, the focus is on data collected in a formal and systematic manner (e.g. Mandinach et al. 2008; Marsh 2012; Marsh, Pane, and Hamilton 2006; Schildkamp and Poortman 2015).”
Teacher Learning, Instructional Considerations and Principal Communication: Lessons from a Longitudinal Study of Collaborative Data Use by Teachers (2011, background): “Moreover, with the growing recognition that ‘state tests results alone are not ideal for driving instruction’ (Marsh et al., 2006: 10) and the subsequent promotion of varied types of assessments as the basis of data for teachers, findings from this study suggest that assessments that have not been…”