Developing a Growth Learning Data Mindset: A Secondary School Approach to Creating a Culture of Data Driven Improvement

Autor/inn/en	Vigentini, Lorenzo; Swibel, Brad; Hasler, Garth
Titel	Developing a Growth Learning Data Mindset: A Secondary School Approach to Creating a Culture of Data Driven Improvement
Quelle	In: Journal of Learning Analytics, 9 (2022) 2, S.87-104 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Vigentini, Lorenzo)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Learning Analytics; Educational Improvement; Secondary School Students; Learning Management Systems; Governance; Educational Practices; Evaluation Methods; Student Improvement; Private Schools; Evidence; Educational Policy; Educational Administration; Learning Processes; Metacognition; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Teaching improvement; Unterrichtsentwicklung; Sekundarschüler; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Bildungspraxis; Private school; Privatschule; Evidenz; Politics of education; Bildungsverwaltung; Schuladministration; Schulverwaltung; Learning process; Lernprozess; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Ausland; Australien
Abstract	While Learning Analytics (LA) have gained momentum in higher education, there are still few examples of application in the school sector. Even fewer cases are reported of systematic, organizational adoption to drive the support of student learning trajectories that includes teachers, pastoral leaders, and academic managers. This paper presents one such case -- at the intersection of praxis, governance, and evaluation -- from a practitioner perspective. The paper describes the added value of data-driven approaches to create a culture of improvement in students and teachers in a comprehensive coeducational independent day school in Sydney. Evaluating the work done over the past five years to develop LA dashboards, the authors reflect on the process, the inspirations coming from theory, and the impact of the dashboards in the secondary school context. The data presented is not experimental in nature but supplies tangible evidence for the systematic evaluation scaffolded using the SHEILA policy framework. The main contribution of the paper is a practical demonstration of how managers in a secondary school drew from existing literature and observed data to 1) reflect on the adoption of LA in schools and 2) connect the dots between theory and practice to support teachers grappling with the trajectories of student learning and development, thus encouraging students to self-regulate their learning. (As Provided).
Anmerkungen	Society for Learning Analytics Research. 121 Pointe Marsan, Beaumont, AB T4X 0A2, Canada. Tel: +61-429-920-838; e-mail: info@solaresearch.org; Web site: https://learning-analytics.info/index.php/JLA/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01