School-Central Office Relationships in Evidence Use: Understanding Evidence Use as a Systems Problem

Autor/inn/en	Honig, Meredith I.; Venkateswaran, Nitya
Titel	School-Central Office Relationships in Evidence Use: Understanding Evidence Use as a Systems Problem
Quelle	In: American Journal of Education, 118 (2012) 2, S.199-222 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0195-6744
DOI	10.1086/663282
Schlagwörter	Evidence; Educational Change; Central Office Administrators; Management Systems; Database Management Systems; Literature Reviews; Information Transfer; Decision Making; Professional Development; Expectation; Educational Resources; Technical Assistance; Interprofessional Relationship; Institutional Cooperation + Suchen Sie Ihr Suchwort? Evidenz; Bildungsreform; Datenbanksystem; Informationsübertragung; Decision-making; Entscheidungsfindung; Expectancy; Erwartung; Bildungsmittel; Technische Hilfe; Institute; Co-operation; Cooperation; Institut; Kooperation
Abstract	Research on evidence use in school districts overwhelmingly focuses within schools on how school staff work with evidence including student performance data, research, and information about teaching quality. While important, this focus on schools reflects a mismatch with federal and state policies that demand not only that school staff work with evidence but that school district central office administrators do as well. This school focus also downplays how complex, social school-level change processes such as evidence use may typically involve central office staff in implementation and vice versa. To what extent do central offices matter to school-level evidence-use processes, and do schools matter to such processes in central offices? We explore these questions with a review of research on evidence use in schools and central offices with a focus on school-central office relationships in the process. We find that central offices and schools influence each other's evidence-use processes in specific respects. We elaborate what extant research teaches about these relationships and argue that future research should aim to understand how evidence use plays out not solely within schools or central offices but across district systems and through interactions between central office and school staff. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10