Components, Infrastructures, and Capacity: The Quest for the Impact of Actionable Data Use on P-20 Educator Practice

Autor/in	Piety, Philip J.
Titel	Components, Infrastructures, and Capacity: The Quest for the Impact of Actionable Data Use on P-20 Educator Practice
Quelle	In: Review of Research in Education, 43 (2019) 1, S.394-421 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0091-732X
DOI	10.3102/0091732X18821116
Schlagwörter	Educational Practices; Data Use; Outcomes of Education; Learning Analytics; Outcome Measures; Journal Articles; Educational Change; Evidence Based Practice; Models; Interdisciplinary Approach; Context Effect; Time Management; Data Collection; Organizational Culture; Expectation; Research Methodology; Data Analysis; Preschool Teachers; Elementary School Teachers; Secondary School Teachers; College Faculty + Suchen Sie Ihr Suchwort? Bildungspraxis; Lernleistung; Schulerfolg; Journal article; Zeitschriftenaufsatz; Bildungsreform; Analogiemodell; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Zeitmanagement; Data capture; Datensammlung; Unternehmenskultur; Expectancy; Erwartung; Research method; Forschungsmethode; Auswertung; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Fakultät
Abstract	This chapter reviews actionable data use--both as an umbrella term and as a specific concept--developed in three different traditions that data/information can inform and guide P-20 educational practice toward better outcomes. The literatures reviewed are known as data-driven decision making (DDDM), education data mining (EDM), and learning analytics (LA). DDDM is grounded in K-12 settings, has a social orientation, and is shaped by policy. EDM and LA began in higher education using data provided by instructional tools. This review of more than 1,500 publications traced patterns in these communities revealing disciplinary disconnects between DDDM and EDM/LA. Recognizing information's systemic nature, this review expanded the analysis from teacher practice to educator practice. While methodological progress has been made in all areas, studies of impact were concentrated in DDDM. EDM and LA focus on tools for current/future educational settings and leveraging data harvested for basic research while reconceiving learning practices. The DDDM impact studies did not support a directly beneficial model for data use. Rather, long timescale capacity factors, including cultural and organizational processes that impact data use were revealed. A complementary model of components, infrastructure, and capacity is advanced with recommendations for scholarship in education's sociotechnical future. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01