Data Use Processes in Rural Schools: Management Structures Undermining Leadership Opportunities and Instructional Change

Autor/inn/en	Meyers, Coby V.; Moon, Tonya R.; Patrick, Jane; Brighton, Catherine M.; Hayes, Latisha
Titel	Data Use Processes in Rural Schools: Management Structures Undermining Leadership Opportunities and Instructional Change
Quelle	In: School Effectiveness and School Improvement, 33 (2022) 1, S.1-20 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Meyers, Coby V.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0924-3453
DOI	10.1080/09243453.2021.1923533
Schlagwörter	Data Use; Rural Schools; School Administration; Instructional Leadership; Elementary Schools; School Districts; School Culture; Meetings; Instructional Improvement; Central Office Administrators; Leadership Responsibility; Educational Objectives; Human Capital; Principals + Suchen Sie Ihr Suchwort? Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Instruction; Leadership; Bildung; Erziehung; Führung; Elementary school; Grundschule; Volksschule; School district; Schulbezirk; Schulkultur; Schulleben; Meeting; Tagung; Unterrichtsqualität; Educational objective; Bildungsziel; Erziehungsziel; Humankapital; Principal; Schulleiter
Abstract	Data use has become a priority in educational systems throughout the world under the belief that rational instructional decisions can be tailored to individual learner needs. Despite increasing expectations for school principals to be instructional leaders, there is little evidence that they -- or other system or school leaders -- are responsible for anything more than ensuring structures are in place for teachers to work with data. In this study, we analyze interview and observational data collected over the period of 1 academic year in four elementary schools in one rural school district in the United States. We consider results through a conceptual framing of collective leadership to understand how leaders across district, school, and classroom levels do or do not support data use in the school system. Among our findings, data use is espoused and portrayed but generally unsupported. Data team meetings and structures are embedded in school cultures, but they are mostly managed and routine, prioritizing expediency and process over instructional adaptation or response. As a result, we conclude that the establishment of data team meetings and related structures is critical but insufficient to improve instruction and increase student learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01