View in EDS

A Review of Research on Teachers' Use of Student Data: From the Perspective of School Leadership

Saved in:
Bibliographic Details
Title: A Review of Research on Teachers' Use of Student Data: From the Perspective of School Leadership
Language: English
Authors: Sun, Jingping, Przybylski, Robert, Johnson, Bob J.
Source: Educational Assessment, Evaluation and Accountability. Feb 2016 28(1):5-33.
Availability: Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Peer Reviewed: Y
Page Count: 29
Publication Date: 2016
Document Type: Journal Articles
Information Analyses
Reports - Research
Descriptors: Data, Formative Evaluation, Summative Evaluation, Information Utilization, Teachers, Educational Research, Student Evaluation, Learning, Teacher Improvement, Instructional Leadership, Literature Reviews
DOI: 10.1007/s11092-016-9238-9
ISSN: 1874-8597
Abstract: Despite the increased worldwide acknowledgment of the importance of teachers' use of formative and/or summative assessment data to improve teaching and learning, empirical research on its impacts on student learning is sparse. Even more so is the lack of studies on the best ways for school leaders to develop teachers' capacity. Teachers generally have low efficacy in using student data to inform their day-to-day instructions. Teachers lack the basic skills to understand, interpret, and analyze data, develop instructional strategies based on data, and implement research-based instructional strategies in classrooms to address the weaknesses reflected from data analysis results. Any gap in this chain of instructional actions would lead to ineffective teaching and learning in classrooms. This study synthesizes research located from on-line databases on teachers' data use conducted in the last 14 years and examines the nature, impacts, and shapers of teachers' use of student formative and/or summative assessment data to improve teaching and learning. This review provides a much-needed guide to school leaders and policy makers in the USA, as well to other jurisdictions that want to make evidence-based decisions in the hopes of improving student learning and teachers' capacity in data use.
Abstractor: As Provided
Number of References: 82
Entry Date: 2016
Accession Number: EJ1097316
Database: ERIC
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1097316
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: A Review of Research on Teachers' Use of Student Data: From the Perspective of School Leadership
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Sun%2C+Jingping%22">Sun, Jingping</searchLink><br /><searchLink fieldCode="AR" term="%22Przybylski%2C+Robert%22">Przybylski, Robert</searchLink><br /><searchLink fieldCode="AR" term="%22Johnson%2C+Bob+J%2E%22">Johnson, Bob J.</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Educational+Assessment%2C+Evaluation+and+Accountability%22"><i>Educational Assessment, Evaluation and Accountability</i></searchLink>. Feb 2016 28(1):5-33.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 29
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2016
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Information Analyses<br />Reports - Research
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Data%22">Data</searchLink><br /><searchLink fieldCode="DE" term="%22Formative+Evaluation%22">Formative Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Summative+Evaluation%22">Summative Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Information+Utilization%22">Information Utilization</searchLink><br /><searchLink fieldCode="DE" term="%22Teachers%22">Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Research%22">Educational Research</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Evaluation%22">Student Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Learning%22">Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Improvement%22">Teacher Improvement</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Leadership%22">Instructional Leadership</searchLink><br /><searchLink fieldCode="DE" term="%22Literature+Reviews%22">Literature Reviews</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1007/s11092-016-9238-9
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1874-8597
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Despite the increased worldwide acknowledgment of the importance of teachers' use of formative and/or summative assessment data to improve teaching and learning, empirical research on its impacts on student learning is sparse. Even more so is the lack of studies on the best ways for school leaders to develop teachers' capacity. Teachers generally have low efficacy in using student data to inform their day-to-day instructions. Teachers lack the basic skills to understand, interpret, and analyze data, develop instructional strategies based on data, and implement research-based instructional strategies in classrooms to address the weaknesses reflected from data analysis results. Any gap in this chain of instructional actions would lead to ineffective teaching and learning in classrooms. This study synthesizes research located from on-line databases on teachers' data use conducted in the last 14 years and examines the nature, impacts, and shapers of teachers' use of student formative and/or summative assessment data to improve teaching and learning. This review provides a much-needed guide to school leaders and policy makers in the USA, as well to other jurisdictions that want to make evidence-based decisions in the hopes of improving student learning and teachers' capacity in data use.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: Ref
  Label: Number of References
  Group: RefInfo
  Data: 82
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2016
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1097316
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1097316
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1007/s11092-016-9238-9
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 29
        StartPage: 5
    Subjects:
      – SubjectFull: Data
        Type: general
      – SubjectFull: Formative Evaluation
        Type: general
      – SubjectFull: Summative Evaluation
        Type: general
      – SubjectFull: Information Utilization
        Type: general
      – SubjectFull: Teachers
        Type: general
      – SubjectFull: Educational Research
        Type: general
      – SubjectFull: Student Evaluation
        Type: general
      – SubjectFull: Learning
        Type: general
      – SubjectFull: Teacher Improvement
        Type: general
      – SubjectFull: Instructional Leadership
        Type: general
      – SubjectFull: Literature Reviews
        Type: general
    Titles:
      – TitleFull: A Review of Research on Teachers' Use of Student Data: From the Perspective of School Leadership
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Sun, Jingping
      – PersonEntity:
          Name:
            NameFull: Przybylski, Robert
      – PersonEntity:
          Name:
            NameFull: Johnson, Bob J.
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 02
              Type: published
              Y: 2016
          Identifiers:
            – Type: issn-print
              Value: 1874-8597
          Numbering:
            – Type: volume
              Value: 28
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: Educational Assessment, Evaluation and Accountability
              Type: main
ResultId 1