Teachers’ Use of Data: Loose Coupling, Agenda Setting, and Team Norms
Item
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
Date
In publication
Volume
112
Issue
4
Pages
521-548
Resource type
Research/Scholarly Media
Resource status/form
Published Text
Scholarship genre
Empirical
Open access/full-text available
No
Peer reviewed
Yes
ISSN
0195-6744
DOI
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
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