“Embracing the essence of student voice…then doing something with the data”: One district’s critical use of evidence

IF 2.5 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Educational Change Pub Date : 2024-09-03 DOI:10.1007/s10833-024-09515-y

Addison Duane, Quinn Hafen, Luca Morales, Tiffany M. Jones, Valerie B. Shapiro

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Abstract

School climate surveys are frequently used to collect information about student experiences in school. Less is known about how educators use survey data after survey administration. This paper explores one school district’s critical use of evidence to promote equitable change. We conducted eight semi-structured interviews with district and school leaders to investigate their uses of evidence. Through our qualitative, reflexive thematic analysis, we generated six themes: (1) using evidence to provide a common language; (2) bringing attention to trends to shift staff understanding of problems, (3) making structural changes, (4) planning for professional learning, (5) following up directly with students, and (6) engaging with the community. Findings illustrate how education leaders can apply a critical lens to their generation and use of evidence. We explore how the strategic use of evidence is needed to advance the broader goal of fostering school change and improving school climate for all students.

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"接受学生声音的本质......然后对数据采取行动"：一个地区对证据的批判性使用

校风调查经常被用来收集有关学生在校经历的信息。但人们对教育工作者在调查实施后如何使用调查数据却知之甚少。本文探讨了一个学区在促进公平变革中对证据的关键使用。我们对学区和学校领导进行了八次半结构式访谈，调查他们对证据的使用情况。通过定性、反思性主题分析，我们得出了六个主题：(1) 利用证据提供共同语言；(2) 关注趋势，转变员工对问题的理解；(3) 进行结构性改革；(4) 规划专业学习；(5) 直接跟进学生；(6) 与社区合作。研究结果说明了教育领导者如何运用批判性视角来生成和使用证据。我们探讨了如何战略性地使用证据，以推进促进学校变革和改善学校氛围的更广泛目标。

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来源期刊

Journal of Educational Change EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.80

自引率

7.10%

发文量

期刊介绍： The Journal of Educational Change is an international, professionally refereed, state-of-the-art scholarly journal, reflecting the most important ideas and evidence of educational change. The journal brings together some of the most influential thinkers and writers as well as emerging scholars on educational change. It deals with issues like educational innovation, reform and restructuring, school improvement and effectiveness, culture-building, inspection, school-review, and change management. It examines why some people resist change and what their resistance means. It looks at how men and women, older teachers and younger teachers, students, parents and others experience change differently. It looks at the positive aspects of change but does not hesitate to raise uncomfortable questions about many aspects of educational change either. It looks critically and controversially at the social, economic, cultural and political forces that are driving educational change. The Journal of Educational Change welcomes and supports contributions from a range of disciplines, including history, psychology, political science, sociology, anthropology, philosophy and administrative and organizational theory, and from a broad spectrum of methodologies including quantitative and qualitative approaches, documentary study, action research and conceptual development. School leaders, system administrators, teacher leaders, consultants, facilitators, educational researchers, staff developers and change agents of all kinds will find this journal an indispensable resource for guiding them to both classic and cutting-edge understandings of educational change. No other journal provides such comprehensive coverage of the field of educational change.