The DOI matches its Crossref record; 3 of the 3 references it cites were found in a registry or an index.
The New Instructional Leadership: Creating Data-Driven Instructional Systems in School
Abstract
The recent press for high-stakes accountability has challenged school leaders to use data to guide the practices of teaching and learning. This article considers how local school leaders build data-driven instructional systems to systematically improve student learning. Such systems are presented as a framework involving data acquisition, data reflection, program alignment and integration, program design, formative feedback, and test preparation. The article reviews data collected in a yearlong study of four schools to describe how leaders structure opportunities to engage in data-driven decision making.
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Citations
Cites
Organizational Learning: A Theory of Action Perspective
Argyris, C., & Schön, D. A. (1997) · Reis · doi:10.2307/40183951 · Cited by 11,113
Exaptation—a missing term in the science of form
Gould, S. J., & Vrba, E. S. (1982) · Paleobiology · doi:10.1017/s0094837300004310 · Cited by 5,136
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×
“Critics of testing have commented on how student-level responses to accountability can lead to “gaming” the system by focusing on the needs of students on the cusp of proficiency rather than the needs of all students (Booher-Jennings, 2005; Jones, Jones, & Hargrove, 2003).”
Background
Cited by
How does leadership affect student achievement? Results from a national US survey
Seashore Louis, K., Dretzke, B., & Wahlstrom, K. (2010) · School Effectiveness and School Improvement · doi:10.1080/09243453.2010.486586 · Cited by 624
Research on Data Use: A Framework and Analysis
Coburn, C. E., & Turner, E. O. (2011) · Measurement: Interdisciplinary Research and Perspectives · doi:10.1080/15366367.2011.626729 · Cited by 365
(2009) · ScholarlyCommons (University of Pennsylvania) · Cited by 300
Datnow, A., & Hubbard, L. (2016) · Journal of Educational Change · doi:10.1007/s10833-015-9264-2 · Cited by 287
Teachers’ Use of Data: Loose Coupling, Agenda Setting, and Team Norms
Young, V. M. (2006) · American Journal of Education · doi:10.1086/505058 · Cited by 281
Metadata
- Authors
- Halverson, R., Grigg, J., Prichett, R., & Thomas, C.
- Venue
- Journal of School Leadership
- Publisher
- SAGE Publications
- Published
- 2007-03
- Volume
- 17
- Issue
- 2
- Pages
- 159-194
- ISSN
- 1052-6846 (ISSN-L)
- OpenAlex
- W2163828132
- Cited by
- 278
- References
- 3
- FWCI
- 26.36
- Type
- journal article
- Language
- en
- Open access
- closed
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- Halverson, R., Grigg, J., Prichett, R., & Thomas, C. (2007). The New Instructional Leadership: Creating Data-Driven Instructional Systems in School. Journal of School Leadership. https://doi.org/10.1177/105268460701700202
Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
