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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Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
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
Cites
Working knowledge: how organizations manage what they know
(1998) · Choice Reviews Online · doi:10.5860/choice.35-5167 · Cited by 10,800
Assessment and Classroom Learning
Black, P., & Wiliam, D. (1998) · Assessment in Education: Principles, Policy & Practice · doi:10.1080/0969595980050102 · Cited by 8,152 · cited 2×
“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.”
BackgroundMethodKluger, A. N., & DeNisi, A. (1996) · Psychological Bulletin · doi:10.1037/0033-2909.119.2.254 · Cited by 5,882
Inside the Black Box: Raising Standards through Classroom Assessment
Black, P., & Wiliam, D. (2010) · Phi Delta Kappan · doi:10.1177/003172171009200119 · Cited by 4,231
Evidence-Based Education Policies: Transforming Educational Practice and Research
Slavin, R. E. (2002) · Educational Researcher · doi:10.3102/0013189x031007015 · Cited by 1,107
Validity and Qualitative Research: An Oxymoron?
Onwuegbuzie, A. J., & Leech, N. L. (2006) · Quality & Quantity · doi:10.1007/s11135-006-9000-3 · Cited by 841
Below the Bubble: “Educational Triage” and the Texas Accountability System
Booher-Jennings, J. (2005) · American Educational Research Journal · doi:10.3102/00028312042002231 · Cited by 762 · cited 1×
“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
Stecker, P. M., Fuchs, L. S., & Fuchs, D. (2005) · Psychology in the Schools · doi:10.1002/pits.20113 · Cited by 506
Personality and Vocational Behavior: A Selective Review of the Literature, 1993–1997
Tokar, D. M., Fischer, A. R., & Subich, L. M. (1998) · Journal of Vocational Behavior · doi:10.1006/jvbe.1998.1660 · Cited by 408
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 401–407 of 407
Using Data and Supporting Data Use
Drake, T. A., Price, E., Jernigan, D., Jones, T. B., Johnson, K., & Fusarelli, B. C. (2018) · Emerald Group Publishing Limited eBooks · doi:10.1108/978-1-64113-331-920251018
Demirdağ, S., & ERDEM, Ö. (2026) · ASYA STUDIES · doi:10.31455/asya.1845282
Teacher Evaluation as a Data-Use Intervention: A Frame Analysis
Lane, J. L. (2026) · Education sciences · doi:10.3390/educsci16071036
Kessel, M. V., Horvers, A., de Jonge, M., Molenaar, I., & Saab, N. (2026) · Teaching and Teacher Education · doi:10.1016/j.tate.2026.105768
Collaborative data dashboard design for school improvement
Burnham, A., & Bowers, A. J. (2026) · Information and Learning Sciences · doi:10.1108/ils-12-2025-0245
Kholin, M., Colling, L., Reichmann, L., Rektorschek, P., Loster, A., Schröter, H., & Meurers, D. (2026) · Lecture notes in computer science · doi:10.1007/978-3-032-37979-5_21
A mixed-methods investigation of heterogeneously grouped inclusion students at southeast high school
Ferry, J. P. (2015) · ScholarWorks (Walden University)
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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