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Understanding Data Use Practice among Teachers: The Contribution of Micro-Process Studies

Item

Title
Understanding Data Use Practice among Teachers: The Contribution of Micro-Process Studies
Abstract/Description
Despite the growing volume of research on data use systems or data use activities in which teachers engage, micro-process studies—investigations of what teachers and others actually do under the broad banner of “data use” or “evidence-based decision making”—remain substantially underdeveloped. Starting with a review of the extant research on teachers’ data use practice in workplace and professional development contexts, this article argues for a more conceptually robust, methodologically sophisticated, and extensive program of micro-process research on data use that also anticipates the ways in which local practice both instantiates and constructs institutional and organizational structures, processes, and logics.
Author/creator
Little, Judith Warren
Date
2012
In publication
American Journal of Education
Volume
118
Issue
2
Pages
143-166
Resource type
en Research/Scholarly Media
Resource status/form
en Published Text
Scholarship genre
en Empirical
en Synthesis/Overview
Open access/full-text available
en Yes
Peer reviewed
en Yes
ISSN
0195-6744
DOI
10.1086/663271
URL
Official Publisher's Webpage (The University of Chicago Press)
Full-text PDF Shared by Author (ResearchGate)
Citation
Little, J. W. (2012). Understanding Data Use Practice among Teachers: The Contribution of Micro-Process Studies. American Journal of Education, 118(2), 143–166. https://doi.org/10.1086/663271
Item sets
OB Citations: Teacher Collaboration in School Improvement

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