Using Data in Leadership for Learning

Autor/inn/en	Earl, Lorna; Fullan, Michael
Titel	Using Data in Leadership for Learning
Quelle	In: Cambridge Journal of Education, 33 (2003) 3, S.383-394 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-764X
Schlagwörter	Foreign Countries; Educational Change; Comparative Education; Statistical Studies; Data; Management Information Systems; Research Utilization; Research Problems; Theory Practice Relationship; Instructional Leadership; Case Studies; Canada; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Bildungsreform; Vergleichende Erziehungswissenschaft; Daten; Managementinformationssystem; Forschungsumsetzung; Forschungskritik; Theorie-Praxis-Beziehung; Instruction; Leadership; Bildung; Erziehung; Führung; Case study; Fallstudie; Case Study; Kanada
Abstract	School leaders are faced with the daunting task of anticipating the future and making conscious adaptations to their practices, in order to keep up and to be responsive to the environment. To succeed in a rapidly changing and increasingly complex world, it is vital that schools grow, develop, adapt and take charge of change so that they can control their own futures. This paper will examine the tension that exists for school leaders in relation to data about their schools and their students, arguing that the explicit connections between data and large-scale reforms make it impossible to avoid a critical approach to data, drawing on research in Ontario and Manitoba in Canada, and examining parallels with evidence from research in England, to highlight the challenges involved in using data effectively in different political contexts and mandated policies on the uses of data. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10