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Cited by 95Educational Assessment and ImprovementTeacher Education and Leadership StudiesSchool Leadership and Teacher Performance

Solving student achievement problems with a data use intervention for teachers

Open access
Poortman, Cindy L., Schildkamp, Kim·2016·Teaching and Teacher Education
DOI 10.1016/j.tate.2016.06.010
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Crossref · 10.1016/j.tate.2016.06.010

Cites

53 of 53 references verified0 citation errors · 0 not checkable

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  • Using data to improve the quality of education in most cases includes the use of data for three pillars of school improvement: curriculum, assessment, and instruction.

    “In a data team study, Poortman and Schildkamp (2016) discovered that using data to improve the quality of education in most cases includes the use of data for three important pillars of school improvement”

    From Data-based decision-making for school improvement: Research insights and gaps (2019) · cites this paper as Poortman and Schildkamp 2016

    Section 6.3 (Implications for practice; page unavailable) identifies curriculum, assessment, and instruction as three school-improvement pillars. It says that subject-focused teams that solved their problems took measures in these areas and suggests that attending to all three improves their chances of success. It does not establish that data use includes all three in most cases. (LLM, conf=0.87)

    Experimental — accuracy not yet measured

  • Data-based decision-making can contribute to increased student learning and achievement.

    “Research has suggested that data-based decision-making (data use) can contribute to increased student learning and achievement (e.g. Lai et al. 2014; McNaughton, Lai, and Hsaio 2012; Poortman and Schildkamp 2016; Van Geel et al. 2016).”

    From Data-based decision-making for school improvement: Research insights and gaps (2019) · cites this paper as Poortman and Schildkamp 2016

  • Several schools were able to solve their problem and improve student achievement through the data team intervention.

    “It was reported that several schools were able to solve their problem and improve student achievement (Poortman and Schildkamp 2016).”

    From Data-based decision-making for school improvement: Research insights and gaps (2019) · cites this paper as Poortman and Schildkamp 2016

  • When teachers use DBDM effectively, this can lead to improved student learning and achievement.

    “When teachers use DBDM effectively, this can lead to improved student learning and achievement”

    From Formative assessment: A systematic review of critical teacher prerequisites for classroom practice (2020) · cites this paper as Poortman & Schildkamp, 2016

  • Much work on teachers' data literacy, including Mandinach and Gummer's, has tended to focus on teachers' data use in relation to teaching, instructional improvement, or student academic performance.

    “Secondly, it appears that much work on teachers’ data literacy, including that of Mandinach and Gummer, has tended to focus on teachers’ data use in relation to teaching (e.g., Beck et al., 2020; Datnow et al., 2012) and instructional improvement (e.g., Datnow et al., 2021; Kerr et al., 2006; Wachen et al., 2018) or in relation to student academic performance (e.g., Poortman & Schildkamp, 2016; St”

    From Dimensions of teachers’ data literacy: A systematic review of literature from 1990 to 2021 (2024) · cites this paper as Poortman & Schildkamp, 2016

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1 of the 54 references couldn’t be matched to a known paper.

Research works printed but not linked: 4

  1. Jimerson, J. B., & Wayman, J. C. (2012). Branding educational data use through professional learning: Findings from a study in three districts. In Paper pre- sented at the American Educational Research Association conference, Vancouver, Canada.
  2. Mandinach, E., Honey, M., Light, D., & Brunner, C. (2008). A conceptual framework for data-driven decision-making. In E. Mandinach, & M. Honey (Eds.), Data- driven school improvement: Linking data and learning (pp. 13e31). New York, NY: Teachers College Press.
  3. Schildkamp, K., & Ehren, M. (2013). The Netherlands: From "intuition"-to "data"- driven decision making in Dutch secondary schools? In K. Schildkamp, M. K. Lai, & L. Earl (Eds.), Data-based decision making in education: Challenges and op- portunities (pp. 49e68). Dordrecht: Springer.
  4. Wayman, J. C., Midgley, S., & Stringfield, S. (2006). Leadership for data-based de- cision making: Collaborative data teams. In A. Danzig, K. Borman, B. Jones, & B. Wright (Eds.), New models of professional development for learner centered leadership (pp. 189e206). Mahwah, NJ: Erlbaum.

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Authors
Poortman, C. L., & Schildkamp, K.
Affiliations
University of Twente (NL)
Corresponding author
Poortman, Cindy L.
ORCID
Venue
Teaching and Teacher Education
Publisher
Elsevier BV
Published
2016-11
Volume
60
Pages
425-433
ISSN
0742-051X (ISSN-L)
DOI
10.1016/j.tate.2016.06.010
OpenAlex
W2484439617
Cited by
95
References
54
Citations by year
2026: 7 · 2025: 9 · 2024: 10 · 2023: 13 · 2022: 13 · 2021: 12 · 2020: 11 · 2019: 9 · 2018: 2 · 2017: 6 · 2016: 3
FWCI
12.62
Type
journal article
Language
en
Open access
Licence
www.elsevier.com/tdm/userlicense/1.0/ (tdm)
Locations
  • Teaching and Teacher Education (publishedVersion)
  • University of Twente Research Information (publishedVersion, other-oa)
  • University of Twente Research Information (submittedVersion, other-oa)
Funders
Stiching Carmelcollege
Topics
  • Social Sciences › Decision Sciences › Information Systems and Management › Educational Assessment and Improvement
  • Social Sciences › Education › Teacher Education and Leadership Studies
  • Social Sciences › Education › School Leadership and Teacher Performance
Keywords
data utilization, data-driven instruction, academic performance, school improvement, teacher professional development, school leadership, intervention effectiveness, teacher teams, educational data

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