| Title: |
When Data Don't Drive: Teacher Agency in Data Use Efforts in Low-Performing Schools |
| Language: |
English |
| Authors: |
Lockton, Marie (ORCID 0000-0002-2559-2730); Weddle, Hayley (ORCID 0000-0001-7317-6398); Datnow, Amanda (ORCID 0000-0002-7228-6373) |
| Source: |
School Effectiveness and School Improvement. 2020 31(2):243-265. |
| Availability: |
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: |
Y |
| Page Count: |
23 |
| Publication Date: |
2020 |
| Sponsoring Agency: |
Institute of Education Sciences (ED) |
| Contract Number: |
R305H150028 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Junior High Schools; Middle Schools; Secondary Education |
| Descriptors: |
Data Use; School Effectiveness; Decision Making; Accountability; Middle School Teachers; School Culture; Instructional Improvement; Educational Change; Urban Schools; Mathematics Instruction; School Organization; Barriers; Teacher Collaboration; Professional Autonomy |
| DOI: |
10.1080/09243453.2019.1647442 |
| ISSN: |
0924-3453 |
| Abstract: |
Grounded in the belief that data will drive instructional change, data-driven decision making continues to be a prevalent reform strategy in schools. However, the use of data does not always prompt teachers to change their instructional practices, particularly in low-performing schools where accountability pressures loom large. Drawing on in-depth qualitative data gathered in 4 middle schools, we explore the questions: What is the interplay of teacher agency with the structure and culture of data use in schools? How do teachers exercise agency in efforts to use data for instructional change in low-performing schools? We found that within prevailing accountability frameworks, teachers exercised agency to bridge structural and cultural gaps between data use and instructional improvement; yet, their efforts were kept largely on the periphery. Implications for policy and research are discussed. |
| Abstractor: |
As Provided |
| IES Funded: |
Yes |
| Entry Date: |
2020 |
| Accession Number: |
EJ1255901 |
| Database: |
ERIC |