促进在高考问责制中使用教学数据的学校条件和校长做法

IF 2.6 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
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引用次数: 0

摘要

本研究探讨了在智利的高风险问责制度下,学校环境和校长行为如何促进数据的使用。这项混合方法研究强调了数据驱动决策(DDDM)对改善教育成果的重要性,分析了出于问责、改善和教学目的而使用数据的情况。研究结果表明,学校优先考虑使用数据来加强教学和改进学校,而不仅仅是遵守外部问责制。关键的领导行为,尤其是教学领导行为,对于促进数据的有效利用至关重要。研究发现,最起码的条件和组织条件都是数据使用的重要促进因素,尽管它们的影响因所使用的数据类型而异。研究结果主张采用一种平衡的方法,同时考虑定量和定性因素,以优化教育环境中的数据使用。未来的研究应深入探讨具体的教学实践和影响教师决策的因素,以进一步改进数据驱动教学。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
School conditions and principal practices promoting instructional data use in high-stakes accountability systems

This study explores how school environments and principal behaviors enhance the use of data within Chile's high-stakes accountability systems. Emphasizing the importance of Data-Driven Decision Making (DDDM) for improving educational outcomes, this mixed-methods research analyzed data employment for accountability, improvement, and instructional purposes. Findings show that schools prioritize data use for enhancing instruction and school improvement over mere compliance with external accountability. Key leadership behaviors, notably instructional leadership, are crucial in promoting effective data utilization. The study identifies both minimal and organizational conditions as critical enablers for data use, although their impact varies with the type of data employed. The results advocate for a balanced approach that considers both quantitative and qualitative factors to optimize data use in educational settings. Future research should delve deeper into specific instructional practices and the factors that influence teacher decision-making to further improve data-driven instruction.

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来源期刊
CiteScore
6.90
自引率
6.50%
发文量
90
审稿时长
62 days
期刊介绍: Studies in Educational Evaluation publishes original reports of evaluation studies. Four types of articles are published by the journal: (a) Empirical evaluation studies representing evaluation practice in educational systems around the world; (b) Theoretical reflections and empirical studies related to issues involved in the evaluation of educational programs, educational institutions, educational personnel and student assessment; (c) Articles summarizing the state-of-the-art concerning specific topics in evaluation in general or in a particular country or group of countries; (d) Book reviews and brief abstracts of evaluation studies.
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