A Perfect Time for Data Use: Using Data-Driven Decision Making to Inform Practice

By Ellen B. Mandinach. 2012

439 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Information Systems and Management, Management Science and Operations Research

View Paper: https://www.semanticscholar.org/paper/b822e1b5a2f6feae800c6e37adacb43b32d38785

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In Developmental and Educational Psychology

In Information Systems and Management

In Management Science and Operations Research

Citations in the corpus

Building Teachers Data-use Capacity: Insights from Strong and Developing Coaches (2014, methodology): “The theory of action for data use promoted by data advocates and adapted from the literature suggests that data alone do not ensure use (Ackoff, 1989; Kerr et al., 2006; Mandinach, 2012).”
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).”
Differentiated instruction in a data-based decision-making context (2018, background): “DBDM seems a promising approach for school development and instruction improvement (Carlson et al., 2011; Konstantopoulos et al., 2013; Mandinach, 2012; Van Kuijk et al., 2016); however, knowledge on how DBDM affects achievement is lacking.”
Teachers’ Sensemaking of Data and Implications for Equity (2015, methodology): “This model aligned with the expectations of data-use policies, which posit that teachers’ perception of a connection between teaching and outcomes allows for data to prompt instructional improvement (Mandinach, 2012).”
A classroom data literacy intervention for pre-service teachers (2015, background): “Despite attention given to data/assessment literacy, the literature on data literacy interventions for pre-service teachers is quite limited (Greenberg & Walsh, 2012; Mandinach, 2012).”
Professional Learning for Using Data: Examining Teacher Needs & Supports (2015, background): “These educators had a need to develop deep pedagogical data literacy, or the ability to turn data into actionable knowledge (Mandinach, 2012), yet we did not see evidence that districts were moving to support these needs.”
Assessing the Effects of a School-Wide Data-Based Decision-Making Intervention on Student Achievement Growth in Primary Schools (2016, methodology): “On the other hand, there is a growing recognition that data should not only be used for compliance and accountability but also for continuous improvement (Kingston & Nash, 2011; Lai & Schildkamp, 2013; Mandinach, 2012).”
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).”