Implementation of a collaborative data use model in a United States context
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Those routines within the organisational and political context backdrop facilitate data use to contribute to organisational and student learning.
“Those routines within the organisational and political context backdrop facilitate data use to contribute to organisational and student learning (Jimerson et al., 2021).”
From Using information and communication technology (ICT)-based data systems to support teacher data-driven decision-making: Insights from the literature (2013–2023) (2024) · cites this paper as Jimerson et al., 2021
Time is needed to engage in the process, in collaborative data use activities, and in completing job demands.
“Time is needed to engage in the process, in collaborative data use activities, and in completing job demands (Jimerson et al., 2021).”
From Using information and communication technology (ICT)-based data systems to support teacher data-driven decision-making: Insights from the literature (2013–2023) (2024) · cites this paper as Jimerson et al., 2021
This reduces data use amongst teachers.
“and this reduces data use amongst teachers (Jimerson & Wayman, 2015;Jimerson et al., 2021)”
From Using information and communication technology (ICT)-based data systems to support teacher data-driven decision-making: Insights from the literature (2013–2023) (2024) · cites this paper as Jimerson et al., 2021
Teachers are critical about the data skills of their school leaders, noting their inability to analyse data or the limited engagement they have towards significant data analysis.
“Furthermore, teachers are also critical about the data skills of their school leaders, noting their inability to analyse data or the limited engagement they have towards significant data analysis (Jimerson et al., 2021).”
From Using information and communication technology (ICT)-based data systems to support teacher data-driven decision-making: Insights from the literature (2013–2023) (2024) · cites this paper as Jimerson et al., 2021
Personal factors that constrain teacher data use include lack of time and preparation.
“lack of time and preparation (Jimerson & Wayman, 2015;Jimerson et al., 2021;van Geel et al., 2017)”
From Using information and communication technology (ICT)-based data systems to support teacher data-driven decision-making: Insights from the literature (2013–2023) (2024) · cites this paper as Jimerson et al., 2021
The school leaders' lack of preparation and knowledge on using data systems negatively impact teachers' use.
“The school leaders' lack of preparation and knowledge on using data systems negatively impact teachers' use (Jimerson et al., 2021).”
From Using information and communication technology (ICT)-based data systems to support teacher data-driven decision-making: Insights from the literature (2013–2023) (2024) · cites this paper as Jimerson et al., 2021
Teachers use data to develop school-based intervention programs, make decisions about school directions, and evaluate school performance for meeting accountability requirements.
“In terms of guiding school improvement strategies, teachers use data to develop school-based intervention programs (Abdusyakur & Poortman, 2019; Jimerson et al., 2021; Kallemeyn, 2014; Thompson, 2012), make decisions about school directions (Huffman & Kalnin, 2003; Prenger & Schildkamp, 2018; Schildkamp, 2019), and evaluate school performance for meeting the accountability requirements (Hardy, 201”
From Dimensions of teachers’ data literacy: A systematic review of literature from 1990 to 2021 (2024) · cites this paper as Jimerson et al., 2021
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“These include their negative perception of the reliability and validity of data (Farley-Ripple et al., 2021; Moss, 2013), lack of time and preparation (Jimerson & Wayman, 2015; Jimerson et al., 2021; van Geel et al., 2017), and low level of data literacy (Farley-Ripple et al., 2021).”
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- Authors
- Jimerson, J. B., Garry, V., Poortman, C. L., & Schildkamp, K.
- Affiliations
- Texas Christian University (US)
- University of Missouri–St. Louis (US)
- University of Twente (NL)
- Corresponding author
- Jimerson, Jo Beth
- Venue
- Studies in Educational Evaluation
- Publisher
- Elsevier BV
- Published
- 2021-06
- Volume
- 69
- Pages
- 100866
- ISSN
- 0191-491X (ISSN-L)
- OpenAlex
- W3011294805
- Cited by
- 21
- References
- 61
- Citations by year
- 2026: 3 · 2025: 1 · 2024: 5 · 2023: 1 · 2022: 5 · 2021: 2 · 2020: 4
- FWCI
- 2.98
- Type
- journal article
- Language
- en
- Open access
- bronze
- doi.org
- Locations
- Studies In Educational Evaluation (publishedVersion)
- University of Twente Research Information (submittedVersion, other-oa)
- Funders
- Spencer Foundation (201800054)
- Topics
- Social Sciences › Decision Sciences › Information Systems and Management › Educational Assessment and Improvement
- Social Sciences › Decision Sciences › Management Science and Operations Research › Evaluation and Performance Assessment
- Social Sciences › Education › Teacher Education and Leadership Studies
- Keywords
- data teams, implementation barriers, education policy, school leadership, elementary school, academic underachievement, problems of practice, school accountability
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