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Teachers’ decision-making: Data based or intuition driven?
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“After data have been collected, the users must engage in a sense-making process (Weick 1995; Vanlommel et al. 2017) (see Figure 1).”
From Data-based decision-making for school improvement: Research insights and gaps (2019) · cites this paper as Vanlommel et al. 2017
In the citing paper
“At this stage, the data users have to engage in a sense-making process, because the implications regarding solutions to the problems and consequent actions based on the analysis of the data are often not self-evident (Mandinach et al. 2008; Marsh 2012; Vanlommel et al. 2017).”
From Data-based decision-making for school improvement: Research insights and gaps (2019) · cites this paper as Vanlommel et al. 2017
In the citing paper
“Additionally, a qualitative study of primary school teachers in Belgium found that teachers reported using intuition rather than data to determine whether or not to retain students [28]”
From Using Evidence-Based Practice and Data-Based Decision Making in Inclusive Education (2021) · cites this paper as [28]
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Metadata
- Authors
- Vanlommel, K., Van Gasse, R., Vanhoof, J., & Van Petegem, P.
- Affiliations
- University of Antwerp (BE)
- Corresponding author
- Vanlommel, Kristin
- Venue
- International Journal of Educational Research
- Publisher
- Elsevier BV
- Published
- 2017
- Volume
- 83
- Pages
- 75-83
- ISSN
- 0883-0355 (ISSN-L)
- OpenAlex
- W2595488536
- Cited by
- 123
- References
- 42
- Citations by year
- 2026: 9 · 2025: 14 · 2024: 16 · 2023: 22 · 2022: 23 · 2021: 13 · 2020: 15 · 2019: 4 · 2018: 6 · 2017: 1
- FWCI
- 11.43
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- International Journal of Educational Research (publishedVersion)
- Topics
- Social Sciences › Education › Educational Assessment and Improvement
- Social Sciences › Education › School Choice and Performance
- Health Sciences › Medicine › Family Practice › Clinical Reasoning and Diagnostic Skills
- Keywords
- teacher decision-making, intuition, data-driven decision making, school retention, primary school teachers, teacher expertise, educational bias
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