Using Student Achievement Data to Support Instructional Decision Making

By L. Hamilton, Richard Halverson, Sharnell Jackson, Ellen B. Mandinach, J. Supovitz, J. Wayman. 2009

167 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/3dc1e9132ff383c55ce826aa2f7a8bcffbad07f8

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Citations in the corpus

How Can Schools of Education Help to Build Educators’ Capacity to Use Data? A Systemic View of the Issue (2015, background): “…teachers to know how to use data effectively to inform their practice and the need to build educators’ capacity to use data (Baker, 2003; Choppin, 2002; Feldman & Tung, 2001; hamilton et al., 2009; Ikemoto & Marsh, 2007; Mandinach, 2009, 2012; Mandinach & honey, 2008; Mason, 2002; Miller, 2009).”
Analyzing the Longitudinal K-12 Grading Histories of Entire Cohorts of Students: Grades, Data Driven Decision Making, Dropping out and Hierarchical Cluster Analysis. (2010, background): “…while much of the 3DM literature has focused on the use of data systems, data rooms, and discussion of student scores (Halverson et al., 2007; Hamilton et al., 2009; Wayman, Cho, & Johnston, 2007; Wayman & Stringfield, 2006b), few studies to date have proposed and tested methods that would…”
A Perfect Time for Data Use: Using Data-Driven Decision Making to Inform Practice (2012, background): “Technological advances are one of the key components to the enculturation of DDDM to date, both at the local and state levels (Hamilton et al., 2009; Mandinach & Jackson, 2010; Smith, 2009; Wayman & Stringfield, 2006).”
Direction-setting school leadership practices: a meta-analytical review of evidence about their influence (2015, methodology): “…process based on student data that changed teachers, instructional practices in classrooms (e.g., Brunner et al., 2005; Datnow, Park, & Wohlstetter, 2007; Fischer, 2011; Hamilton et al., 2009; Henry, 2011) rather than “a group of teachers meeting together and having supportive conversations”.”
What does it mean for teachers to be data literate: Laying out the skills, knowledge, and dispositions (2016, background): “…teachers to know how to use data effectively to inform their practice and the need to build educators’ capacity to use data (Baker, 2003; Choppin, 2002; Feldman & Tung, 2001; Hamilton et al., 2009; Ikemoto & Marsh, 2007; Mandinach & Honey, 2008; Mason, 2002; Mandinach, 2009, 2012; Miller, 2009).”
Linking Teacher Evaluation to Professional Development: Focusing on Improving Teaching and Learning (2012, background): “Hamilton et al. (2009) described a number of reasons why data should be used in instructional decisions, including “gauging the instructional effectiveness of classroom lessons” and “refining instructional methods” (p. 5).”
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.”
Interventions Promoting Educators’ Use of Data: Research Insights and Gaps (2012, background): “A 2009 panel of experts and a review of research found a low level of evidence supporting any causal claims between the use of data and student outcomes—due in part to a lack of rigorous experimental studies, the difficulty of isolating the contributions of specific elements of data use practices, a”
A Systemic View of Implementing Data Literacy in Educator Preparation (2013, background): “Technologies for districts, schools, and classrooms have been an emerging field for a number of years, with the systems being one of the key tenets of data-driven decision making (Hamilton et al., 2009).”
Professional Learning for Using Data: Examining Teacher Needs & Supports (2015, result): “In terms of information sharing, our study and previous research (Datnow et al., 2007; hamilton et al., 2009; Wayman, Cho, et al., 2012) suggest that districts are comfortable fostering collaborative opportunities.”
Teacher Collaboration in Instructional Teams and Student Achievement (2015, background): “…have called for the creation of school-based professional learning communities (PLCs; National Staff Development Council, 2001) and for organizational structures that promote regular opportunities for teachers to collaborate with teams of colleagues (Carroll, 2007; Hamilton et al., 2009).”