Teachers’ Use of Data: Loose Coupling, Agenda Setting, and Team Norms

Title: Teachers’ Use of Data: Loose Coupling, Agenda Setting, and Team Norms
Abstract/Description: This article explores the influence of grade‐level team norms and district and school leadership on teachers’ data use. Using an embedded‐systems perspective to consider teachers’ data use in four schools located in two different districts, the research takes the practitioners’ perspective on what constitutes data. Findings indicate that establishing rationale for teachers to use particular data, modeling such use, and structuring time for teachers to learn about using data are deliberate agenda‐setting activities. Varying degrees of loose coupling between the case study districts underscore how grade‐level norms and agenda setting mediate teachers’ collaborative use of data.
Author/creator: Young, Viki M.
Date: 2006
In publication: American Journal of Education
Volume: 112
Issue: 4
Pages: 521-548
Resource type: en Research/Scholarly Media
Resource status/form: en Published Text
Scholarship genre: en Empirical
Open access/full-text available: en No
Peer reviewed: en Yes
ISSN: 0195-6744
DOI: 10.1086/505058
URL: Official Publisher's Webpage (The University of Chicago Press)
Citation: Young, V. M. (2006). Teachers’ Use of Data: Loose Coupling, Agenda Setting, and Team Norms. American Journal of Education, 112(4), 521–548. https://doi.org/10.1086/505058

There are no annotations for this resource.