Publication
Title
Instrumental, conceptual and symbolic effects of data use: the impact of collaboration and expectations
Author
Abstract
The contribution of data use in schools has been proven via visible changes in policy and practice in schools (instrumental effects), changes in practitioners learning or cognition (conceptual effects) and changes in opinions or attitudes regarding teaching or policy-making (symbolic effects). Nevertheless, limited research is available on the extent to which data use in schools results in the aforementioned effects and how they can be explained by data use expectations and collaboration. This paper addresses both issues by describing and explaining data use effects via a large-scale study in Flanders. Data collected from 1472 teachers indicate that, although teachers are moderately positive about the extent to which data use results in different types of effects, data use effects cannot be taken for granted. Structural Equation Modelling (SEM) shows that explicating data use expectations and data use collaboration are essential in order to facilitate data use effects in schools.
Language
English
Source (journal)
Educational studies. - Abingdon
Publication
Abingdon : 2018
ISSN
0305-5698
DOI
10.1080/03055698.2017.1382328
Volume/pages
44 :5 (2018) , p. 521-534
ISI
000448131500002
Full text (Publisher's DOI)
Full text (publisher's version - intranet only)
UAntwerpen
Faculty/Department
Research group
Publication type
Subject
Affiliation
Publications with a UAntwerp address
External links
Web of Science
Record
Identifier
Creation 30.10.2017
Last edited 22.08.2024
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