When Data Don’t Drive: Teacher Agency in Data Use Efforts in Low-Performing Schools

Item

Title

When Data Don’t Drive: Teacher Agency in Data Use Efforts in Low-Performing Schools

Abstract/Description

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.

Author/creator

Lockton, Marie

Weddle, Hayley

Datnow, Amanda

Date

2020

In publication

School Effectiveness and School Improvement

Volume

31

Issue

2

Pages

243-265

Resource type

Research/Scholarly Media

Resource status/form

en Published Text

Scholarship genre

en Empirical

Keywords

data-driven decision making

educational reform

teacher agency

Open access/full-text available

en No

Peer reviewed

en Yes

ISSN

0924-3453

DOI

10.1080/09243453.2019.1647442

URL

Official Publisher's Webpage (Taylor & Francis)

Article on Author's Profile (ResearchGate)

Citation

Lockton, M., Weddle, H., & Datnow, A. (2020). When Data Don’t Drive: Teacher Agency in Data Use Efforts in Low-Performing Schools. School Effectiveness and School Improvement, 31(2), 243–265. https://doi.org/10.1080/09243453.2019.1647442

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