The effect of formal team meetings on teachers’ informal data use interactions
Main Article Content
Abstract
In recent years, the emphasis on interaction in data use has grown because of its potential to support individual teachers. However, in practice, teachers do not appear to interact widely in their use of data, either formally or informally. To gain knowledge of how sustainable data use interactions can be facilitated, this study investigated how formal data use in teams of teachers affects the teachers’ informal interactive data use. Social network analysis revealed that teachers with positive perceptions about formal data use become more active in their informal data use network, particularly within the problem diagnosis phase. Therefore, it is necessary to ensure strong connections between teachers in formal groupings in order to have an impact on their informal interactive behaviour.
Article Details
How to Cite
Van Gasse, R. (2019). The effect of formal team meetings on teachers’ informal data use interactions. Frontline Learning Research, 7(2), 40–56. https://doi.org/10.14786/flr.v7i2.443
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References
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Farley-Ripple, E. N., & Buttram, J. L. (2015). The development of capacity for data use: The role of teacher networks in an elementary school. Teachers College Record, 117(4), 1-34.
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Marsh, J. A., & Farrell, C. C. (2015). How leaders can support teachers with data-driven decision making: A framework for understanding capacity building. Educational Management Administration & Leadership, 43(2), 269-289.
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Spillane, J. P., Hopkins, M., & Sweet, T. (2015). Intra-and inter-school interactions about instruction: exploring the conditions for social capital development. American Journal of Education, 122(1), 71 -110.
Spillane, J. P., & Kim, C. M. (2012). An exploratory analysis of formal school leaders’positioning in instructional advice and information networks in elementary schools. American Journal of Education, 119(1), 73-102.
Spillane, J. P., Parise, L. M., & Sherer, J. Z. (2011). Organizational routines as coupling mechanisms policy, school administration, and the technical core. American Educational Research Journal, 48(3), 586-619.
Sweet, T. M. (2016). Social Network Methods for the Educational and Psychological Sciences. Educational Psychologist, 51(3-4), 381-394. doi: 10.1080/00461520.2016.1208093
Vanhoof, J., & Schildkamp, K. (2014). From ‘professional development for data use’ to ‘data use for professional development’. Studies in Educational Evaluation, 42, 1-4. doi: 10.1016/j.stueduc.2014.05.001
Van Gasse, R., Vanlommel, K., Vanhoof, J. and Van Petegem, P. (2016). Teacher collaboration on the use of pupil learning outcome data: A rich environment for professional learning? Teaching and Teacher Education, 60, 387-397. doi: 10.1016/j.tate.2016.07.004
Van Gasse, R., Vanlommel, K., Vanhoof, J. and Van Petegem, P. (2017a). The impact of collaboration on teachers’ individual data use. School Effectiveness and School Improvement, 28(3), 489-504. doi: 10.1080/09243453.2017.1321555.
Van Gasse, R., Vanlommel, K., Vanhoof, J. and Van Petegem, P. (2017b). Unravelling data use in teacher teams: How network patterns and interactive learning activities change across different data use phases. Teaching and Teacher Education, 67, 550-560.
Verhaeghe, G., Vanhoof, J., Valcke, M., & Van Petegem, P. (2010). Using school performance feedback: perceptions of primary school principals. School Effectiveness and School Improvement, 21(2), 167-188.
Wayman, J. C., Midgley, S., & Stringfield, S. (2007). Leadership for data-based decision making: Collaborative educator teams. In A. B. Danzig, K. M. Borman, B. A. W. Jones & W. F. Wright (Eds.), Learner-centered leadership: Research, policy and practice (pp. 189-205). New Jersey, USA: Lawrence Erlbaum Associates.
Bertrand, M., & Marsh, J. A. (2015). Teachers' sensemaking of data and implications for equity. American Educational Research Journal, 52(5), 861-893.
Borgatti, S. P., Everett, M. G., & Johnson, J. C. (2013). Analyzing social networks. Los Angeles: Sage.
Borgatti, S. P., Mehra, A., Brass, D. J., & Labianca, G. (2009). Network Analysis in the social sciences. Science, 323, 892-895.
Campbell, C., & Levin, B. (2008). Using data to support educational improvement. Educational Assessment, Evaluation and Accountability, 21(1), 47-65.
Ciampa, K., & Gallagher, T. L. (2016). Teacher collaborative inquiry in the context of literacy education: Examining the effects on teacher self-efficacy, instructional and assessment practices. Teachers and Teaching, 22(7), 858-878.
Coburn, C. E., & Turner, E. O. (2011). Research on data use: A framework and analysis. Measurement: Interdisciplinary Research & Perspective, 9(4), 173-206.
Cosner, S. (2011). Supporting the Initiation and Early Development of Evicence-Based Grade-Level Collaboration in Urban Elementary Schools: Key Roles and Strategies of Principals and Literacy Coordinators. Urban Education, 46(4), 786-827.
Datnow, A., & Hubbard, L. (2016). Teacher capacity for and beliefs about data-driven decision making: A literature review of international research. Journal of Educational Change, 17(1), 7-28.
Farley-Ripple, E. N., & Buttram, J. L. (2015). The development of capacity for data use: The role of teacher networks in an elementary school. Teachers College Record, 117(4), 1-34.
Finnigan, K. S., & Daly, A. J. (2012). Mind the gap: Organizational learning and improvement in an underperforming urban system. American Journal of Education, 119, 41-71.
Gummer, E. S., & Mandinach, E. B. (2015). Building a conceptual framework for data literacy. Teachers College Record, 117(4), 1-22.
Handcock, M. S., Hunter, D. R., Butts, C. T., Goodreau, S. M., & Morris, M. (2016). Statnet: Software tools for the statistical modeling of network data (Version 2016.9).
Hubbard, L., Datnow, A., & Pruyn, L. (2014). Multiple initiatives, multiple challenges: The promise and pitfalls of implementing data. Studies in Educational Evaluation, 42, 54-62. doi: 10.1016/j.stueduc.2013.10.003
Hubers, M. D., Moolenaar, N. M., Schildkamp, K., Daly, A., Handelzats, A., & Pieters, J. M. (2017). Share and succeed: The development of knowledge sharing and brokerage in data teams’ network structures. Research Papers in Education, 1-23. doi: 10.1080/02671522.2017.1286682
Jimerson, J. B. (2014). Thinking about data: Exploring the development of mental models for data use among teachers and school leaders. Studies in Educational Evaluation, 42(2014), 5-14. doi: 10.1016/j.stueduc.2013.10.010
Keuning, T., Van Geel, M., Visscher, A., Fox, J.P., & Moolenaar, N.M. (2016). Transformation of schools' social networks during a data-based decision making reform. Teachers College Record, 118(9), 1-33.
Marsh, J. A. (2012). Interventions promoting educators’ use of data: Research insights and gaps. Teachers’ College Record, 114, 1-48.
Marsh, J. A., & Farrell, C. C. (2015). How leaders can support teachers with data-driven decision making: A framework for understanding capacity building. Educational Management Administration & Leadership, 43(2), 269-289.
Meredith C., Van Den Noortgate W., Struyve C., Gielen S., Kyndt E. (2017). Information seeking in secondary schools: A multilevel network approach. Social Networks, 50, 35-45.
OECD (2014). TALIS 2013 Results: An international perspective on teaching and learning, TALIS, OECD Publishing, http://dx.doi.org/10.1787/9789264196261-en.
Penninckx, M., Vanhoof, J., & Van Petegem, P. (2011). Evaluatie in het Vlaamse onderwijs. Beleid en praktijk van leerling tot overheid. [Evaluation in Flemish education. Policy and practice from student to government] Antwerpen-Apeldoorn: Garant.
Penuel, W. R., Riel, M., Joshi, A., Pearlman, L., Kim, C. M., & Frank, K. A. (2010). The alignment of the informal and formal organizational supports for reform: Implications for improving teaching in schools. Educational Administration Quarterly, 46(1), 57-95.
Schildkamp, K., & Kuiper, W. (2010). Data-informed curriculum reform: Which data, what purposes, and promoting and hindering factors. Teaching and Teacher Education, 26(3), 482-496.
Schildkamp, K., Poortman, C. L., & Handelzalts, A. (2016). Data teams for school improvement. School Effectiveness and School Improvement, 27(2), 228-254. doi: 10.1080/09243453.2015.1056192
Schildkamp, K., Rekers-Mombarg, L. T. M., & Harms, T. J. (2012). Student group differences in examination results and utilization for policy and school development. School Effectiveness and School Improvement, 23(2), 229-255.
Spillane, J. P., Hopkins, M., & Sweet, T. (2015). Intra-and inter-school interactions about instruction: exploring the conditions for social capital development. American Journal of Education, 122(1), 71 -110.
Spillane, J. P., & Kim, C. M. (2012). An exploratory analysis of formal school leaders’positioning in instructional advice and information networks in elementary schools. American Journal of Education, 119(1), 73-102.
Spillane, J. P., Parise, L. M., & Sherer, J. Z. (2011). Organizational routines as coupling mechanisms policy, school administration, and the technical core. American Educational Research Journal, 48(3), 586-619.
Sweet, T. M. (2016). Social Network Methods for the Educational and Psychological Sciences. Educational Psychologist, 51(3-4), 381-394. doi: 10.1080/00461520.2016.1208093
Vanhoof, J., & Schildkamp, K. (2014). From ‘professional development for data use’ to ‘data use for professional development’. Studies in Educational Evaluation, 42, 1-4. doi: 10.1016/j.stueduc.2014.05.001
Van Gasse, R., Vanlommel, K., Vanhoof, J. and Van Petegem, P. (2016). Teacher collaboration on the use of pupil learning outcome data: A rich environment for professional learning? Teaching and Teacher Education, 60, 387-397. doi: 10.1016/j.tate.2016.07.004
Van Gasse, R., Vanlommel, K., Vanhoof, J. and Van Petegem, P. (2017a). The impact of collaboration on teachers’ individual data use. School Effectiveness and School Improvement, 28(3), 489-504. doi: 10.1080/09243453.2017.1321555.
Van Gasse, R., Vanlommel, K., Vanhoof, J. and Van Petegem, P. (2017b). Unravelling data use in teacher teams: How network patterns and interactive learning activities change across different data use phases. Teaching and Teacher Education, 67, 550-560.
Verhaeghe, G., Vanhoof, J., Valcke, M., & Van Petegem, P. (2010). Using school performance feedback: perceptions of primary school principals. School Effectiveness and School Improvement, 21(2), 167-188.
Wayman, J. C., Midgley, S., & Stringfield, S. (2007). Leadership for data-based decision making: Collaborative educator teams. In A. B. Danzig, K. M. Borman, B. A. W. Jones & W. F. Wright (Eds.), Learner-centered leadership: Research, policy and practice (pp. 189-205). New Jersey, USA: Lawrence Erlbaum Associates.