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Re-Presentations and Im-Possibilities: The Politics of Dashboard Data

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Title: Re-Presentations and Im-Possibilities: The Politics of Dashboard Data
Language: English
Authors: Ian Hardy (ORCID 0000-0002-8124-8766), Vicente Reyes (ORCID 0000-0002-1539-1839), Louise G. Phillips (ORCID 0000-0002-2937-145X), M. Obaidul Hamid (ORCID 0000-0003-3205-6124)
Source: Journal of Education Policy. 2024 39(6):986-1006.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 21
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Descriptors: Learning Analytics, Learning Processes, Learning Management Systems, Computer Software, Politics of Education, Governance, Data Collection, Educational Policy, Correlation, Foreign Countries, Data Use, Teaching Methods, Decision Making, School Districts
Geographic Terms: Australia
DOI: 10.1080/02680939.2024.2383655
ISSN: 0268-0939
1464-5106
Abstract: Data infrastructures exist in a variety of formats. This article draws on the insights of senior personnel involved in developing a new data dashboard in one state jurisdiction in Australia. While literature on dashboards often focuses on the teachers and learners influenced by them, there is less attention to those involved in their development and the politics that attend their work. While the dashboard initiative holds out the hope of enabling more educationally oriented benefits, such as assisting with cross-school moderation of students' learning in various 'like-schools' in a local region/state, there was also recognition by some involved in the development process that much of the discourse around the dashboard revolved around broader systemic concerns about who should have access to which kinds of data, and that such data were 're-presentations' of actual instances of student learning which limited understanding of what could actually be done to enhance students' learning. Processes of monitoring and temporal anomalies were key to sometimes problematic governance processes associated with developing the dashboard, eliciting various affective responses amongst different actors involved in its development.gove
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1444803
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Ian+Hardy%22">Ian Hardy</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8124-8766">0000-0002-8124-8766</externalLink>)<br /><searchLink fieldCode="AR" term="%22Vicente+Reyes%22">Vicente Reyes</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1539-1839">0000-0002-1539-1839</externalLink>)<br /><searchLink fieldCode="AR" term="%22Louise+G%2E+Phillips%22">Louise G. Phillips</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2937-145X">0000-0002-2937-145X</externalLink>)<br /><searchLink fieldCode="AR" term="%22M%2E+Obaidul+Hamid%22">M. Obaidul Hamid</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3205-6124">0000-0003-3205-6124</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Education+Policy%22"><i>Journal of Education Policy</i></searchLink>. 2024 39(6):986-1006.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: Data infrastructures exist in a variety of formats. This article draws on the insights of senior personnel involved in developing a new data dashboard in one state jurisdiction in Australia. While literature on dashboards often focuses on the teachers and learners influenced by them, there is less attention to those involved in their development and the politics that attend their work. While the dashboard initiative holds out the hope of enabling more educationally oriented benefits, such as assisting with cross-school moderation of students' learning in various 'like-schools' in a local region/state, there was also recognition by some involved in the development process that much of the discourse around the dashboard revolved around broader systemic concerns about who should have access to which kinds of data, and that such data were 're-presentations' of actual instances of student learning which limited understanding of what could actually be done to enhance students' learning. Processes of monitoring and temporal anomalies were key to sometimes problematic governance processes associated with developing the dashboard, eliciting various affective responses amongst different actors involved in its development.gove
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