The DOI matches its Crossref record; 52 of the 55 references it cites were found in a registry or an index.
Data-informed curriculum reform: Which data, what purposes, and promoting and hindering factors
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In the citing paper
“The use of data for educational decision making has never been more prevalent”
From Data teams for school improvement (2016) · cites this paper as Schildkamp & Kuiper, 2010
In the citing paper
“teachers often do not use data to its best effect, if at all”
From Data teams for school improvement (2016) · cites this paper as Schildkamp & Kuiper, 2010
In the citing paper
“Dutch schools can use several data sources to improve their education, such as data on intake, transfer, and school leavers; school inspection and selfevaluation data; assessment and examination results; and student and parent questionnaire data”
From Data teams for school improvement (2016) · cites this paper as Schildkamp & Kuiper, 2010
In the citing paper
“Further, teachers need to be able to transform data into information based on their analysis and interpretation of the data.This step concerns identifying student learning needs”
From Formative assessment: A systematic review of critical teacher prerequisites for classroom practice (2020) · cites this paper as Schildkamp & Kuiper, 2010
In the citing paper
“When the goals are clear and measurable for both teachers and students, (assessment) data can provide teachers and students with feedback on their progress with regard to these goals”
From Formative assessment: A systematic review of critical teacher prerequisites for classroom practice (2020) · cites this paper as Schildkamp & Kuiper, 2010
In the citing paper
“Transforming data into information through discussing and making sense of data/assessment results (Datnow et al., 2012, 2013; Feldman & Capobianco, 2008; Schildkamp & Kuiper, 2010; Schildkamp et al., 2012; Schildkamp, Karbautzki et al., 2014; Young, 2006)”
From Formative assessment: A systematic review of critical teacher prerequisites for classroom practice (2020) · cites this paper as Schildkamp & Kuiper, 2010
In the citing paper
“For example, if teachers are resistant toward data use, do not believe that it can lead to improvement, do not believe that data actually reflect on their teaching, and would rather rely on their experiences and intuition, this can hinder data use in schools”
From Formative assessment: A systematic review of critical teacher prerequisites for classroom practice (2020) · cites this paper as Schildkamp & Kuiper, 2010
In the citing paper
“Teachers need to feel that they have sufficient autonomy to make changes in instruction and the curriculum based on data, in DBDM”
From Formative assessment: A systematic review of critical teacher prerequisites for classroom practice (2020) · cites this paper as Schildkamp & Kuiper, 2010
In the citing paper
“Furthermore, buy-in and belief in the use of data are important.Teachers should believe that the use of data can improve the quality of their classroom practice”
From Formative assessment: A systematic review of critical teacher prerequisites for classroom practice (2020) · cites this paper as Schildkamp & Kuiper, 2010
In the citing paper
“Several DBDM studies found that a certain amount of social pressure can enable the use of DBDM”
From Formative assessment: A systematic review of critical teacher prerequisites for classroom practice (2020) · cites this paper as Schildkamp & Kuiper, 2010
In the citing paper
“Data use is in fl uenced by system, organisation and team/individual level factors (Datnow, Park, and Kennedy-Lewis 2013; Schildkamp and Kuiper 2010).”
From Data-based decision-making for school improvement: Research insights and gaps (2019) · cites this paper as Schildkamp and Kuiper 2010
In the citing paper
“Based on previous research conducted in di ff erent countries (e.g. Schildkamp and Kuiper 2010; Schildkamp, Karbautzki, and Vanhoof 2014; Schildkamp and Poortman 2015; Schildkamp et al. 2017; Schildkamp & Poortman, 2019), we have gained knowledge about the e ff ective features of professional development in the use of data, and we are more aware of the most important enablers and barriers when”
From Data-based decision-making for school improvement: Research insights and gaps (2019) · cites this paper as Schildkamp and Kuiper 2010
Citations
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“Black and Wiliam (1998b) found, for example, that assessment data are usually not shared between teachers within schools, nor are they critically reviewed in relation to what they actually assess.”
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“School staff can also abuse data or use data for educational triage practices (Gilborn & Youdell, 2000 cited in Booher-Jennings, 2005) or the focus on so-called bubble kids (Booher-Jennings, 2005).”
BackgroundRiege, A. M. (2003) · Qualitative Market Research An International Journal · doi:10.1108/13522750310470055 · Cited by 714
Using Curriculum‐Based Measurement to Improve Student Achievement: Review of Research
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Flagged first, then by citations
3 of the 55 references couldn’t be matched to a known paper.
Research works printed but not linked: 3
- Renkema, 2002, Kwaliteitszorg, wat levert het op?, vol. 15(8)
- The Standing International Conference of Central and General Inspectorates of Education, 2003
- Wayman, J. C., Midgley, S., Stringfield, S. (April 11–15, 2005). Collaborative teams to support data-based decision making and instructional improvement. Paper presented at the American educational research association conference, Montreal.
Cited by
Sorted by citations
Items 201–300 of 407
Data-driven accountability in Australia : an unfolding story with lessons for leaders
Smeed, J., Ehrich, L. C., Kimber, M., & Perry, L. (2011) · QUT ePrints (Queensland University of Technology) · Cited by 8
Tracing Cycles of Teachers’ Self- and Co-Regulated Practice within a Professional Learning Network
Butler, D. L., & Schnellert, L. (2020) · Emerald Group Publishing Limited eBooks · doi:10.1108/978-1-78769-891-820201006 · Cited by 8
Data-based decision making in teams: enablers and barriers
Bolhuis, E., Schildkamp, K., & Voogt, J. M. (2016) · Educational Research and Evaluation · doi:10.1080/13803611.2016.1247728 · Cited by 8
“Datnow and Hubbard (2014), Schildkamp and Kuiper (2010), and Kezar (2013) have shown that several characteristics of data can influence data use.”
BackgroundMethodInfluentialSelf-citationTeachers' perception of data-driven school ecosystem and data analytics
Starčič, A. I., & Vukan, M. (2019) · International Conference on e-Education, e-Business, e-Management and e-Learning · doi:10.1145/3306500.3306573 · Cited by 8
School performance feedback systems: Design and implementation issues
Verhaeghe, G. (2011) · Ghent University Academic Bibliography (Ghent University) · Cited by 8
Sinnema, C. E. L., & Ludlow, L. H. (2013) · ResearchSpace (University of Auckland) · doi:10.13140/2.1.3386.1763 · Cited by 7
Effects of Contextual Factors on ESD in Teacher Education
Atmaca, Ç. (2017) · Discourse and Communication for Sustainable Education · doi:10.1515/dcse-2017-0017 · Cited by 10
“Schildkamp and Kuiper (2010) touched upon the positive effects of using classroom level data by teachers for educational decisions and school level data by school directors for educational policies in the Netherlands.”
BackgroundDistinguishing aspects of sustainability
Tappel, A. P. M., Poortman, C. L., Schildkamp, K., & Visscher, A. J. (2022) · Journal of Educational Change · doi:10.1007/s10833-022-09465-3 · Cited by 7
“Interna-tionally, policymakers, researchers and practitioners increasingly recognize the significance of data use for school improvement (Datnow et al., 2013; Mandinach et al., 2015; Schildkamp & Kuiper, 2010; Visscher & Ehren, 2011).”
Self-citationMarsh, J. A., & Kennedy, K. (2020) · Teachers College Record The Voice of Scholarship in Education · doi:10.1177/016146812012201409 · Cited by 13
“Research further indicates that to be used, data need to be perceived as relevant, valid, and trustworthy (Coburn & Turner, 2011; Mandinach & Honey, 2008; Schildkamp & Kuiper, 2010; Wayman et al., 2012).”
BackgroundCowie, B., Edwards, F., & Trask, S. A. (2021) · Frontiers in Education · doi:10.3389/feduc.2021.619319 · Cited by 8
Adolfsson, C.-H., & Håkansson, J. (2021) · Leadership and Policy in Schools · doi:10.1080/15700763.2021.2010101 · Cited by 7
“This means that data can be used for several purposes: decision-making linked to school policy, resource allocation, school development, and classroom pursuits (Schildkamp & Kuiper, 2010).”
BackgroundMethodApproaches to Effective Data Use: Does One Size Fit All?
Archer, E., Scherman, V., & Howie, S. (2012) · Springer eBooks · doi:10.1007/978-94-007-4816-3_6 · Cited by 7
“In other words, when data are interpreted then it becomes information as the meaning, relevance and purpose has been provided by the receiver (Schildkamp & Kuiper, 2010).”
BackgroundMethodInfluentialAtkinson, B. (2012) · Journal of Teacher Education · doi:10.1177/0022487111435119 · Cited by 7
“educational policy, qualitative research, teacher knowledge, teacher research, teaching context more complex issues related to student learning, educational resources, and social inequities (Haladyna, 2006; Schildkamp & Kuiper, 2009).”
BackgroundCosner, S. (2014) · Journal of School Leadership · doi:10.1177/105268461402400405 · Cited by 7
“…developmental experiences that cultivate skill with the facilitation of group work routines and discussions including protocol-driven conversations are likely to be essential (Boudett et al., 2005; Cosner, 2012; Datnow et al., 2007; Little, 2009; Little & Curry, 2009; Schildkamp & Kuiper, 2010).”
BackgroundTransformationale Führung und Daten in Schulen in sozial deprivierter Lage
Klein, E. D. (2018) · DDS – Die Deutsche Schule · doi:10.31244/dds/2018.01.03 · Cited by 7
Study on data use in Indonesian primary schools
Abdusyakur, I., & Poortman, C. L. (2019) · Journal of Professional Capital and Community · doi:10.1108/jpcc-11-2018-0029 · Cited by 7
Through the Looking Glass: Lesson Study in a Center School
Abu-Alghayth, K., Jones, P., Pace-Phillips, D., & Mayers, R. S. (2020) · International Journal of Educational Methodology · doi:10.12973/ijem.6.2.423 · Cited by 7
“Studies show that using data with professional development can serve to increase teacher buy-in and acceptance (Schildkamp & Kuiper, 2010).”
MethodVermeulen, J. A., Béguin, A. A., Scheltens, F., & Eggen, T. J. H. M. (2020) · Assessment in Education Principles Policy and Practice · doi:10.1080/0969594x.2020.1856038 · Cited by 8
Design and Evaluation of Cloud-Based Students Data Management System Usability
Al-Sumaty, R. M., & Umar, I. N. (2018) · International Conference on Smart Computing and Electronic Enterprise (ICSCEE) · doi:10.1109/icscee.2018.8538428 · Cited by 7
“standardized tests are often used to support decision-making processes [22].”
MethodData-based decision-making practices in secondary schools of North Gondar, Ethiopia
Fitsumbirhan, G., Asrat, A., & Kelkay, A. D. (2020) · Global Journal of Guidance and Counseling in Schools Current Perspectives · doi:10.18844/gjgc.v10i1.4564 · Cited by 7
School-based ICT policy planning in a context of curriculum reform
Vanderlinde, R. (2011) · Ghent University Academic Bibliography (Ghent University) · Cited by 7
Bridging the gap : optimising a feedback system for monitoring learner performance
Archer, E. (2011) · UpSpace Institutional Repository (University of Pretoria) · Cited by 7
Geel, V., & Keuning, T. (2016) · doi:10.3990/1.9789036541190 · Cited by 14
Spina, N. (2017) · Queensland University of Technology · doi:10.5204/thesis.eprints.104977 · Cited by 7
Understanding teacher judgments of student motivation: The role of (un-)available cues
Beck, J., Dutke, S., & Utesch, T. (2024) · Learning and Instruction · doi:10.1016/j.learninstruc.2024.102029 · Cited by 7
Data literacy of principals in K–12 school contexts: A systematic review
Lee, J., Alonzo, D., Beswick, K., Oo, C. Z., Anson, D. W. J., & Abril, J. M. V. (2024) · Educational Research Review · doi:10.1016/j.edurev.2024.100649 · Cited by 24
Data Leadership for K-12 Schools in a Time of Accountability
Schildkamp, K., Poortman, C. L., Mense, E. G., & Crain-Dorough, M. (2017) · Advances in early childhood and K-12 education · doi:10.4018/978-1-5225-3188-3 · Cited by 8
Self-citationLeadership to Support and Sustain Data Use in Data Teams
Schildkamp, K., & Poortman, C. L. (2017) · Advances in early childhood and K-12 education · doi:10.4018/978-1-5225-3188-3.ch006 · Cited by 6
Self-citationKearns, D. M., Walker, M. A., Borges, J. C., & Duffy, M. E. (2022) · Journal of Research in Reading · doi:10.1111/1467-9817.12406 · Cited by 6
Okul Yönetiminde Veriye Dayalı Karar Verme Süreci
Doğan, E. (2022) · Kastamonu Eğitim Dergisi · doi:10.24106/kefdergi.910848 · Cited by 6
Relationships between the use of test results and US students’ academic performance
Li, H., Fortner, C. K., & Lei, X. (2014) · School Effectiveness and School Improvement · doi:10.1080/09243453.2014.898662 · Cited by 6
“Policymakers argue that data-driven decision making has the potential to increase student achievement; however, more well-designed studies are needed to show whether this achievement increase actually happens (Schildkamp & Kuiper, 2010).”
BackgroundVergleichsarbeiten in der Grundschule von 2004 bis 2015
Ophoff, J. G., Koch, U., & Hosenfeld, I. (2018) · Educational governance · doi:10.1007/978-3-658-22241-3_9 · Cited by 6
The effect of formal team meetings on teachers’ informal data use interactions
Gasse, R. V. (2019) · Frontline Learning Research · doi:10.14786/flr.v7i2.443 · Cited by 6
Spreading the Word: Boundary Crossers Building Collective Capacity for Data Use
Hubers, M., Poortman, C., Schildkamp, K., & Pieters, J. (2019) · Teachers College Record · doi:10.1177/016146811912100102 · Cited by 5
“However, despite the benefits associated with data use, most schools do not use data in their decision-making processes or use it ineffectively (Schildkamp & Kuiper, 2010; Schildkamp & Teddlie, 2008).”
BackgroundInfluentialSelf-citationGoffin, E., Janssen, R., & Vanhoof, J. (2022) · School Effectiveness and School Improvement · doi:10.1080/09243453.2022.2041048 · Cited by 6
Im, H. (2017) · Studies In Educational Evaluation · doi:10.1016/j.stueduc.2017.05.001 · Cited by 6
He, Q., Araújo, D., Davids, K., Kee, Y. H., & Komar, J. (2023) · Movement & Sport Sciences - Science & Motricité · doi:10.1051/sm/2023011 · Cited by 5
“…modern era of association football, the exponential increase in fi nancial returns associated with succeeding at the highest performance level, has spurred football organizations to incorporate a more quanti fi able, data-informed approach to guide strategic operations (Schildkamp & Kuiper, 2010).”
BackgroundLobos, M. Q., & Aravena, F. (2018) · Páginas de Educación · doi:10.22235/pe.v11i2.1639 · Cited by 5
Sustainable evidence-driven school improvement: routines and data use in Estonian schools
Rääk, K., & Eisenschmidt, E. (2025) · Frontiers in Education · doi:10.3389/feduc.2024.1517985 · Cited by 5
Performance-based accountability in Qatar: a state in progress
Jaafar, S. B. (2011) · Compare A Journal of Comparative and International Education · doi:10.1080/03057925.2011.555139 · Cited by 5
“making capacity (Earl and Katz, 2002; Schildkamp and Kuiper, 2010).”
A Look into the Workings of Data Use in a Mid-Sized District
Wayman, J. C., Cho, V., Jimerson, J. B., & Rangel, V. S. (2015) · Emerald Group Publishing Limited eBooks · doi:10.1108/s1479-366020150000022022 · Cited by 5
Mediated diffusion: Translating professional practice across schools in a high-stakes system
Spicer, D. E. (2017) · Journal of Educational Change · doi:10.1007/s10833-017-9296-x · Cited by 6
“The past 15 years have seen a profusion of research emphasizing teachers’ and school leaders’ uses of data to improve instruction through the collection, analysis and interpretation of data, an ideal type of data-informed practice known as data-based or data-driven decision making (Hoogland et al. 2016; Marsh et al. 2…”
BackgroundIndividual, co‐operative and collaborative data use: A conceptual and empirical exploration
Gasse, R. V., Vanlommel, K., Vanhoof, J., & Petegem, P. V. (2017) · British Educational Research Journal · doi:10.1002/berj.3277 · Cited by 5
Schweinberger, K., & Quesel, C. (2018) · Zeitschrift für Bildungsforschung · doi:10.1007/s35834-018-0205-z · Cited by 5
Drake, T. A. (2021) · NASSP Bulletin · doi:10.1177/01926365211015311 · Cited by 5
“…study principals’ data use because the scholarly research in this area tends to describe the strategies principals use in order to support faculty data use rather than describe their own use of data (Ikemoto & Marsh, 2007; Schildkamp & Kuiper, 2010; Wayman et al., 2006; Wohlstetter et al., 2008).”
BackgroundMethodHordósy, R. (2016) · International Journal of Research & Method in Education · doi:10.1080/1743727x.2016.1144740 · Cited by 5
Data-based decision making in developing countries: the influence of system and culture
Voogt, J. M., & Pieters, J. M. (2019) · Journal of Professional Capital and Community · doi:10.1108/jpcc-03-2019-0007 · Cited by 5
The Use of Data across Countries: Development and Application of a Data Use Framework
Schildkamp, K., Karbautzki, L., Breiter, A., Marciniak, M., & Ronka, D. (2013) · IFIP advances in information and communication technology · doi:10.1007/978-3-642-38411-0_3 · Cited by 5
Self-citationTeacher-based reactivity to provincial large-scale assessment in Canada
Copp, D. T. (2015) · doi:10.26481/dis.20150617dc · Cited by 5
Caskurlu, S., Yalçın, Y., Hur, J., Shi, H., & Klein, J. D. (2025) · TechTrends · doi:10.1007/s11528-025-01077-x · Cited by 3
“For example, school leaders use data-driven decision-making in policy development, drawing on data to make informed decisions about school organization and management (Halverson et al., 2007; Schildkamp & Kuiper, 2010).”
EuleApp©: a computerized adaptive assessment tool for early literacy skills
Yumuş, M., Stuhr, C., Meindl, M., Leuschner, H., & Jungmann, T. (2025) · Frontiers in Psychology · doi:10.3389/fpsyg.2025.1522740 · Cited by 4
“Additionally, traditional paper-pencil assessments usually require considerable time, effort, and expertise, such as organizing, rewriting, and preparing children for the test in person (Schildkamp and Kuiper, 2010).”
A Meta-Analysis Study on Data Literacy Education For School Administrators and Teachers
Doğan, E. (2023) · Kuramsal Eğitimbilim · doi:10.30831/akukeg.1134207 · Cited by 4
“…student success (Bernhardt, 2009), facilitating educational practices (Wayman et al., 2012), creating a fairer learning environment by closing success gap, revealing students‟ strengths and weaknesses (Dunn et al., 2013), and enhancing effective accountability (Schildkamp & Kuiper, 2010).”
BackgroundLeistungsrückmeldungen im Längsschnitt – Erste Erfahrungen mit dem Schüler-Monitoring-System (SMS)
Berkemeyer, N., & van Holt, N. (2012) · VS Verlag für Sozialwissenschaften eBooks · doi:10.1007/978-3-531-94183-7_5 · Cited by 4
COACHING, MENTORING AND FEEDBACK: THE ‘HOW TO’ IN A SCHOOLING CONTEXT
Lynch, D., & Madden, J. (2015) · Cross Connect (Southern Cross University) · Cited by 4
Finding Ways to Effectively Use Year 12 Achievement Data to Inform Practice in Secondary Schools
Italiano, F., & Hine, G. (2014) · The Australian journal of teacher education · doi:10.14221/ajte.2014v39n5.8 · Cited by 4
“These themes include: External validation of achievement data (Fullan, 2007; Ingram et al., 2004), the use of analysed data (Campbell & Levin, 2009; Schildkamp & Kuiper, 2010), the role of leadership concerning school improvement (O’Neill et al., 2010; Young et al., 2010), and teachers’ use of…”
BackgroundResultInfluentialAbdul-Majied, S., Figaro-Henry, S., & Suepaul, N. N. (2017) · Early Child Development and Care · doi:10.1080/03004430.2017.1375481 · Cited by 4
“Schildkamp and Kuiper (2009) wrote about the ‘strategic use’ of data which sometimes occurs.”
BackgroundInvestigating the Role of Data-Driven Decision-Making Within School Improvement Processes
Fernandes, V. (2019) · Research Anthology on Preparing School Administrators to Lead Quality Education Programs · doi:10.4018/978-1-5225-6155-2.ch010 · Cited by 3
Making Sense of Data-Informed Decision Making in Educational Contexts
Fernandes, V. (2020) · IGI Global eBooks · doi:10.4018/978-1-7998-3476-2.ch033 · Cited by 4
Risk Grubu Öğrenciler İçin Gönderme Öncesi Süreçte Veriye Dayalı Karar Verme
Altun, N., & Karasu, N. (2021) · Türk Eğitim Bilimleri Dergisi · doi:10.37217/tebd.906636 · Cited by 4
Fernandes, V. (2022) · Studia paedagogica · doi:10.5817/sp2021-4-7 · Cited by 4
“…Fernandes, 2019, 2021; Lai et al., 2014; Lai & Schildkamp, 2013; Mandinach et al., 2015; Mandinach & Gummer, 2013; Poortman & Schildkamp, 2016; Schildkamp & Kuiper, 2010; Thoonen et al., 2011; Van Gasse et al., 2016; Vanhoof et al., 2012; Vanlommel et al., 2016; Wayman et al., 2012; Wayman &…”
BackgroundWhen Data Don't Drive: Teacher Agency in Data Use Efforts in Low-Performing Schools
Lockton, M. (2019) · American Educational Research Association Annual Meeting (AERA) · doi:10.3102/1434900 · Cited by 4
Phelps, D., & Santo, R. (2022) · Policy Futures in Education · doi:10.1177/14782103221126317 · Cited by 4
Gibbs, N. P., Pivovarova, M., & Berliner, D. C. (2023) · Education Policy Analysis Archives · doi:10.14507/epaa.31.7696 · Cited by 4
Amalia, S., Safrida, S., & Ulva, S. M. (2024) · Jurnal Penelitian Pendidikan IPA · doi:10.29303/jppipa.v10i1.5354 · Cited by 4
Effects of an Intensive Data-Based Decision Making Intervention on Teacher Efficacy.
van der Scheer, E. A., & Visscher, A. (2016) · Teaching and Teacher Education · doi:10.1016/j.tate.2016.07.025 · Cited by 39
Capacity Building and Succession Planning
Cruickshank, V. J. (2018) · Open Journal of Leadership · doi:10.4236/ojl.2018.71004 · Cited by 4
“Indeed Schildkamp & Kuiper (2010) stated that the use of data in education might serve several purposes such as improving student learning, and identifying school, student, and teacher strengths and weaknesses.”
BackgroundSigalov, S. E., Hershkovitz, A., Cohen, A., & Nachmias, R. (2025) · Education and Information Technologies · doi:10.1007/s10639-025-13819-8 · Cited by 10
“…dimension of data use (Marsh et al., 2006); Schildkamp and Kuiper developed a ‘data team’ approach that embeds inquiry cycles within school structures (Schildkamp & Kuiper, 2010); and van Geel and her collaborators provided empirical evidence that such school-wide data teams can raise student…”
The Principal as a Data-Driven Instructional Leader
Hayes, S. D., & Lee, C. G. (2017) · Advances in early childhood and K-12 education · doi:10.4018/978-1-5225-3188-3.ch005 · Cited by 3
Educational Data Literacy and Educational Data Literacy Competence Frameworks: An Environmental Scan
Sampson, D. G., Papamitsiou, Z., Ifenthaler, D., Giannakos, M. N., Mougiakou, S., & Vinatsella, D. (2022) · Advances in analytics for learning and teaching · doi:10.1007/978-3-031-11705-3_2 · Cited by 3
Assessing the Psychometric Qualities of the Data-Informed School Leadership Survey
Sun, J., Xia, J., Hua, C., Man, K., & Johnson, B. L. (2024) · Educational Administration Quarterly · doi:10.1177/0013161x241271250 · Cited by 5
“For example, Schildkamp and Kuiper (2010) de fi ne data use as “ systematically analyzing existing data sources within the school, applying the outcomes of analyses in order to innovate teaching, curricula, and school performance, and implementing and evaluating these innovations ” (p. 482).”
Improving how teachers discuss data for data-based decision-making
Lai, M. K., Fjørtoft, H., & Li, M. (2024) · Teaching and Teacher Education · doi:10.1016/j.tate.2024.104884 · Cited by 3
District Policies for the Effective Use of Student Data
Wayman, J. C., Jimerson, J. B., Cho, V., & Davis, B. W. (2010) · Cited by 3
Data use in Kenyan secondary schools
Omoso, E., Schildkamp, K., & Pieters, J. (2019) · Journal of Professional Capital and Community · doi:10.1108/jpcc-11-2018-0027 · Cited by 3
Self-citationAdaptációs stratégiák a felsőoktatásban
Káplár-Kodácsy, K., Rónay, Z., & Dorner, H. (2021) · Iskolakultúra · doi:10.14232/iskkult.2021.11-12.115 · Cited by 3
VERİ OKURYAZARLIĞI ÖLÇEĞİ’NİN TÜRKÇEYE UYARLAMASI: GEÇERLİK VE GÜVENİRLİK ÇALIŞMASI
Kaymak, M. N., & Doğan, E. (2023) · Trakya Eğitim Dergisi · doi:10.24315/tred.1139642 · Cited by 3
Káplár-Kodácsy, K., Dorner, H., & Rónay, Z. (2024) · Innovations in Education and Teaching International · doi:10.1080/14703297.2024.2436045 · Cited by 3
“…group were driven by data from the strategic survey that assessed faculty members’ digital readiness and integration of prior experience with technology in teaching (based on Martin et al., 2019; Michigan Colleges Online and Michigan Community College Association, 2017; Schildkamp & Kuiper, 2010).”
Optimize CSCL Activities Based on a Data-Driven Approach
Zheng, L. (2021) · Lecture notes in educational technology · doi:10.1007/978-981-16-1718-8_11 · Cited by 3
Datnow, A., Weddle, H., & Lockton, M. (2022) · Emerald Group Publishing Limited eBooks · doi:10.1108/978-1-80043-141-620221006 · Cited by 3
Using data to drive school improvement
Wildy, H. (2012) · ACEReSearch Repository (Australian Council for Educational Research) · Cited by 3
Data-centered school self-evaluation in the Netherlands: Characteristics and prerequisites
Schildkamp, K., & Visscher, A. J. (2013) · Emerald Group Publishing Limited eBooks · doi:10.1108/s1474-7863(2013)0000014014 · Cited by 4
Self-citationRaising the bar for reading comprehension
van Kuijk, M. F. (2014) · University of Groningen research database (University of Groningen / Centre for Information Technology) · Cited by 3
Bridging perspectives: Insights from different stakeholders on data coaching in education
Decabooter, I., Warmoes, A., Consuegra, E., Gasse, R. V., Goffin, E., & Struyven, K. (2024) · Studies In Educational Evaluation · doi:10.1016/j.stueduc.2024.101392 · Cited by 3
Validation of a Spanish-Language Scale on Data-Driven Decision-Making in Pre-Service Teachers
Sandoval-Ríos, F., Cabezas-Orellana, C., & Núñez, J. A. L. (2025) · Education Sciences · doi:10.3390/educsci15070789 · Cited by 2
Spiele, S., Janssen, J. J. H. M., Schildkamp, K., & Poortman, C. L. (2025) · Studies In Educational Evaluation · doi:10.1016/j.stueduc.2025.101528 · Cited by 16
Self-citationBeyond the Numbers: K-12 Teachers’ Experiences, Beliefs, and Challenges in Developing Data Literacy
Khor, E. T., Chee, A., & Lee, S. (2025) · Education Sciences · doi:10.3390/educsci15111527 · Cited by 3
Chow, J. (2017) · Research in Educational Administration & Leadership · doi:10.30828/real/2017.2.2 · Cited by 2
“Marsh, 2012, p. 4; Schildkamp & Kuiper, 2010; Schildkamp & Lai, 2013; Schildkamp & Poortman, 2015; Supovitz, 2010).”
Villeneuve, A., & Bouchamma, Y. (2021) · SN Social Sciences · doi:10.1007/s43545-021-00096-8 · Cited by 2
Vanlommel, K. (2022) · Emerald Group Publishing Limited eBooks · doi:10.1108/978-1-80043-141-620221030 · Cited by 2
Estilos y paradigmas evaluativos en docentes de educación escolar
Ríos-Muñoz, D., Herrera-Araya, D., & Salinas-Fritz, P. (2022) · Magis: Revista Internacional de Investigación en Educación · doi:10.11144/javeriana.m15.eped · Cited by 1
“Los docentes que conciben que los datos de la evaluación no colaboran con la mejora del aprendizaje y solo tienen confianza en su experiencia, desarrollan una evaluación formativa inadecuada (Datnow et al., 2012; Schildkamp & Kuiper, 2010).”
BackgroundBinnenklasdifferentiatie: een data-geïnformeerd proces?
Gasse, R. V., & Acker, G. V. (2023) · Pedagogische Studiën · doi:10.59302/ps.v100i1.13992 · Cited by 1
“Met data worden daarbij alle kwalitatieve en kwantitatieve gegevens bedoeld die leraren kunnen doen reflecteren over hun onderwijspraktijk, bijvoorbeeld schriftelijke oefeningen of gerichte observaties (Schildkamp & Kuiper, 2010).”
Backgroundİzci, K., İlter, İ., & Izgar, G. (2024) · International Journal of Assessment Tools in Education · doi:10.21449/ijate.1343373 · Cited by 3
Liu, S., Bu, J., Ye, H., Chen, J., Jiang, S., Tao, M., Guo, L., Wang, C., & Li, C. (2024) · CHI Conference on Human Factors in Computing Systems · doi:10.1145/3613904.3642346 · Cited by 3
“This is particularly evident in the context of innovative teaching and curriculum development within schools, where data-informed research methods are essential [90].”
BackgroundThe determinants of data use practice for instructional practice in higher education
Ansyari, M. F., Witte, K. D., & Groot, W. (2024) · Journal of Professional Capital and Community · doi:10.1108/jpcc-07-2024-0106 · Cited by 1
Goffin, E., Janssen, R., & Vanhoof, J. (2025) · Educational Assessment Evaluation and Accountability · doi:10.1007/s11092-025-09466-9 · Cited by 2
“…student achievement and school performance on external assessments to external factors, such as (the motivation of) the specific student population at the time of measurement, or to the setup of the assessment itself, rather than relating it to their own functioning (Schildkamp & Kuiper, 2010).”
InfluentialTeachers Taking Action with Student Perception Survey Data
Villa, L. A. L. (2017) · ProQuest LLC eBooks · Cited by 2
Vermeulen, J. A., & der Kleij, F. M. V. (2012) · doi:10.3990/3.9789036533744.ch10 · Cited by 2
“Schildkamp and Kuiper (2010) have defined DDDM as "systematically analyzing existing data sources within the school, applying outcomes of analyses to innovate teaching, curricula, and school performance, and, implementing (e.g., genuine improvement actions) and evaluating these innovations" (p.…”
BackgroundResultThe Leader's Role in Strategic Knowledge Creation and Mobilization.
Reid, S. (2013) · Cited by 2
Capacity Building Pedagogy for Diverse Learners
Bohjanen, S. L., Cameron-Standerford, A., & Meidl, T. D. (2017) · Advances in educational technologies and instructional design book series · doi:10.4018/978-1-5225-3873-8.ch011 · Cited by 2
Einstellungsbildung als Gelingensbedingung für die Umsetzung einer Bildungsstandardpolitik?
Zuber, J. (2018) · Educational governance · doi:10.1007/978-3-658-22241-3_5 · Cited by 2
Bom, P. L., Koopman, M., & Bijaard, D. (2019) · European Journal of STEM Education · doi:10.20897/ejsteme/6285 · Cited by 1
“The data used for data feedback in those schools are, for example, assessment results and student questionnaire data (e.g. pupils’ perceptions of the quality of their teachers’ instruction; Schildkamp and Kuiper, 2010).”
Method
Metadata
- Authors
- Schildkamp, K., & Kuiper, W.
- Affiliations
- University of Twente (NL)
- Utrecht University (NL)
- Corresponding author
- Schildkamp, Kim
- Venue
- Teaching and Teacher Education
- Publisher
- Elsevier BV
- Published
- 2010-04
- Volume
- 26
- Issue
- 3
- Pages
- 482-496
- ISSN
- 0742-051X (ISSN-L)
- OpenAlex
- W2133878615
- Cited by
- 406
- References
- 55
- Citations by year
- 2026: 14 · 2025: 19 · 2024: 23 · 2023: 18 · 2022: 33 · 2021: 29 · 2020: 30 · 2019: 35 · 2018: 24 · 2017: 38 · 2016: 33 · 2015: 30 · 2014: 16 · 2013: 25 · 2012: 26
- FWCI
- 28.29
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Teaching and Teacher Education (publishedVersion)
- University of Twente Research Information (publishedVersion)
- University of Twente Research Information (submittedVersion)
- Topics
- Social Sciences › Education › Educational Assessment and Improvement
- Social Sciences › Education › Teacher Education and Leadership Studies
- Social Sciences › Education › Evaluation of Teaching Practices
- Keywords
- data-driven decision making, curriculum reform, educational data use, classroom data, school data, instructional decision-making, school leadership, school improvement, school policy development
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