Leading Data Use in Schools: Organizational Conditions and Practices at the School and District Levels

By S. Anderson, K. Leithwood, T. Strauss. 2010

203 citations recorded by the source corpus.

Subfields: Information Systems and Management

View Paper: https://www.semanticscholar.org/paper/cd37502e2922c62d7f29a9b16c3c1f4eb47301b8

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

Citations in the corpus

Professional Learning for Using Data: Examining Teacher Needs & Supports (2015, background): “The problems shared by our districts in the present study may well be common across the nation, given the struggles shown by recent research (Anderson et al., 2010; Kerr et al., 2006; Louis et al., 2010; Wayman, Cho, et al., 2012; Wayman et al., 2007; Young, 2006).”
Interventions Promoting Educators’ Use of Data: Research Insights and Gaps (2012, methodology): “Survey data indicated significant correlations between reports of district support—which included collaborative opportunities—and reports of using evaluation and student achievement data to help make decisions (Anderson et al., 2010).”
Teacher Learning, Instructional Considerations and Principal Communication: Lessons from a Longitudinal Study of Collaborative Data Use by Teachers (2011, background): “…research has begun to investigate organizational and leadership supports for collaborative data use (Kerr et al., 2006; Young, 2006; Weinbaum, 2009; Anderson et al., 2010; Blanc et al., 2010; Cosner, 2011, forthcoming; Datnow, 2011) little attention has been given to principal communication…”
Assessing the Effects of a School-Wide Data-Based Decision-Making Intervention on Student Achievement Growth in Primary Schools (2016, background): “As Bennett (2011); Anderson, Leithwood, and Strauss (2010); and others have argued, the effects of these implementation activities are closely related to the quality of the inferences drawn on the basis of the data, the chosen approach to addressing the identified problems, and the instructional…”
Restructuring Instructional Leadership: How Multiple-Measure Teacher Evaluation Systems Are Redefining the Role of the School Principal (2018, background): “…often do so in the form of short “pop-ins” or walk-throughs, getting a quick overview of the instruction rather than spending substantial periods of time in a single class to get a deep sense of the teacher’s strategies and the students’ responses (Anderson et al., 2010; Moss & Brookhart, 2013).”