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
- 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
- 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
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