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Cited by 134Educational Assessment and ImprovementEducational Leadership and PracticesTeacher Education and Leadership Studies

Strategic Framing: How Leaders Craft the Meaning of Data Use for Equity and Learning

Park, Vicki, Daly, Alan J., Guerra, Alison Wishard·2013·Educational Policy
DOI 10.1177/0895904811429295
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Abstract

Although there is an emerging body of research that examines data-driven decision making (DDDM) in schools, little attention has been paid to how local leaders strategically frame sensemaking around data use. This exploratory case examines how district and school leaders consciously framed the implementation of DDDM in one urban high school. Leaders strategically constructed diagnostic, motivating, and prognostic frames to promote a culture of using data for continuous improvement. Our findings demonstrate that leaders developed (a) diagnostic frames centered on the need to confront student achievement and opportunity gaps; (b) motivating frames concentrated on school improvement as shared collective responsibility; and (c) prognostic frames focused on making incremental change to sustain reform efforts and the creation of common goals to monitor progress. The findings suggest that framing is an important leadership tactic that needs careful consideration when reforms are introduced and implemented.

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Registry

Crossref · 10.1177/0895904811429295

Cites

5 of 5 references verified0 citation errors · 0 not checkable

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Each is checked against this paper’s own text: does it say what the citing paper says it does?

  • A compliance orientation towards data use will not lead to authentic or sustained data use.

    “To build a data use culture, school leaders need to recognise that a compliance orientation towards data use will not lead to authentic or sustained data use (Park, et al., 2013).”

    From Data-based decision-making for school improvement: Research insights and gaps (2019) · cites this paper as Park, et al., 2013

  • Data use should not focus solely on achievement and deficits of student capabilities, but should also focus on students' strengths.

    “it is important that data use does not focus solely on achievement and the de fi cits of student capabilities, but that it also focuses on students ' strengths (Park et al., 2013).”

    From Data-based decision-making for school improvement: Research insights and gaps (2019) · cites this paper as Park et al., 2013

  • Critical dialogue between different stakeholders is crucial for data use.

    “Critical dialogue between di ff erent stakeholders is crucial here”

    From Data-based decision-making for school improvement: Research insights and gaps (2019) · cites this paper as Park et al., 2013

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Authors
Park, V., Daly, A. J., & Guerra, A. W.
Affiliations
University of California San Diego (US)
ORCID
Venue
Educational Policy
Publisher
SAGE Publications
Published
2012-05-07
Volume
27
Issue
4
Pages
645-675
ISSN
  • 0895-9048 (ISSN-L)
  • 1552-3896
DOI
10.1177/0895904811429295
OpenAlex
W2136965145
Cited by
134
References
5
Citations by year
2026: 3 · 2025: 7 · 2024: 10 · 2023: 6 · 2022: 12 · 2021: 12 · 2020: 19 · 2019: 16 · 2018: 12 · 2017: 15 · 2016: 8 · 2015: 8 · 2014: 2 · 2013: 2 · 2012: 1
FWCI
8.48
Type
journal article
Language
en
Open access
closed
Licence
journals.sagepub.com/page/policies/text-and-data-mining-license (tdm)
Locations
Educational Policy (publishedVersion)
Funders
  • Bill and Melinda Gates Foundation
  • NewSchools Venture Fund
  • William and Flora Hewlett Foundation
Topics
  • Social Sciences › Decision Sciences › Information Systems and Management › Educational Assessment and Improvement
  • Social Sciences › Education › Educational Leadership and Practices
  • Social Sciences › Education › Teacher Education and Leadership Studies
Keywords
strategic framing, data-driven decision making, school leadership, sensemaking, continuous improvement, educational reform, opportunity gap, urban high schools, district leaders, school leaders

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