Evidence in Practice: A Framing of the Terrain

By James P. Spillane, David B. Miele. Teachers College Record, 2007

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Research on Data Use: A Framework and Analysis (2011, methodology): “New information is always understood through the lens of what we already know and believe (Greeno, Collins, & Resnick, 1996), influencing how data is encoded, organized, and interpreted (Spillane & Miele, 2007).”
Interventions Promoting Educators’ Use of Data: Research Insights and Gaps (2012, background): “Others have similarly noted that participants’ prior knowledge, beliefs, and attitudes greatly influence the way they interpret and implement interventions (Coburn, 2010; see also Spillane & Miele, 2007, not part of this review: I return to this topic later under “Conditions”).”
Teachers’ Sensemaking of Data and Implications for Equity (2015, methodology): “Throughout this process, mental models—people’s beliefs about causal relationships—can be used to make predictions in new circumstances (Spillane & Miele, 2007; S. Strauss, 2001).”
Developing a Theory of Ambitious Early-Career Teacher Practice (2013, background): “Contextual discourses, on the other hand, are perceptions of messages about teaching and learning communicated by actors in social situations and institutional environments or through policy statements (Holland et al., 1998; Spillane & Miele, 2007).”