Citation

Understanding School Leaders’ Data Use as a Response to Environmental Pressures, Resources, and Opportunities

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Abstract:

In this paper, we use emerging insights from a study of urban school leaders’ practice (e.g., Portin et al., 2009) to address questions about the role that data may be playing in this most recent iteration of standards-based, high-accountability reform. We do so in dialogue with ideas that are emerging at the intersection of research on district and school data use, local response to accountability, and system-wide instructional renewal. Drawing on these ideas and accounts, this paper will frame how school leaders attend to explicit or implied messages about data use, internalize or leverage these ideas in their work, and with other school staff translate them into altered forms of instructional practice. The result is an empirically grounded conceptual map for relating systematic data use in urban schools to attempts to renew and strengthen learning at all levels in educational systems.
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Association:
Name: UCEA Annual Convention
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http://www.ucea.org


Citation:
URL: http://citation.allacademic.com/meta/p378548_index.html
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MLA Citation:

Knapp, Michael. and Feldman, Sue. "Understanding School Leaders’ Data Use as a Response to Environmental Pressures, Resources, and Opportunities" Paper presented at the annual meeting of the UCEA Annual Convention, Anaheim Marriott, Anaheim, California, <Not Available>. 2014-11-28 <http://citation.allacademic.com/meta/p378548_index.html>

APA Citation:

Knapp, M. S. and Feldman, S. "Understanding School Leaders’ Data Use as a Response to Environmental Pressures, Resources, and Opportunities" Paper presented at the annual meeting of the UCEA Annual Convention, Anaheim Marriott, Anaheim, California <Not Available>. 2014-11-28 from http://citation.allacademic.com/meta/p378548_index.html

Publication Type: Symposium Paper
Abstract: In this paper, we use emerging insights from a study of urban school leaders’ practice (e.g., Portin et al., 2009) to address questions about the role that data may be playing in this most recent iteration of standards-based, high-accountability reform. We do so in dialogue with ideas that are emerging at the intersection of research on district and school data use, local response to accountability, and system-wide instructional renewal. Drawing on these ideas and accounts, this paper will frame how school leaders attend to explicit or implied messages about data use, internalize or leverage these ideas in their work, and with other school staff translate them into altered forms of instructional practice. The result is an empirically grounded conceptual map for relating systematic data use in urban schools to attempts to renew and strengthen learning at all levels in educational systems.


Similar Titles:
What Are You Driving At? How School Leaders Use Data and Evidence for School-wide Improvement

Transitioning from a Low-tech Environment to a High-tech environment: Narratives of Students and School Leaders

Learning to Learn from Data: The Role of School Leaders in Low-Performing Schools in Philadelphia

Conceptualizing Effective School Leadership in Urban Environments—Black School Leaders CHAT


 
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