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oapen-20.500.12657-493052021-11-23T14:04:58Z Chapter School-University Partnership for Evidence-Driven School Improvement in Estonia Tammets, Kairit Eisenschmidt, Eve Vanari, Kätlin data-informed evidence, research-based evidence, evidence-driven school improvement, school-university partnership bic Book Industry Communication::J Society & social sciences It has been acknowledged that evidence-driven practices may lead schools to improved instructional practices, student learning, or organizational improvement; still the evidence is underused by the teachers or school leaders. This study focuses on analyzing how to strengthen the evidence-driven school improvement in school-university partnership programs. Five schools learnt over a period of one school year in collaboration with the university coaches how to collect evidence in classroom and organizational level for improvement process. The results of our study illustrate profiles of the schools based on the usage of data-informed evidence, research-based evidence, or both to make decisions in the instructional and organizational level. Enablers and barriers of data use from the perspective of organizational, user, and data characteristics to implement evidence-driven practices are discussed. 2021-06-02T10:11:48Z 2021-06-02T10:11:48Z 2019 chapter ONIX_20210602_10.5772/intechopen.89513_419 https://library.oapen.org/handle/20.500.12657/49305 eng application/pdf n/a 69424.pdf InTechOpen 10.5772/intechopen.89513 10.5772/intechopen.89513 09f6769d-48ed-467d-b150-4cf2680656a1 H2020-WIDESPREAD-2014-2 669074 open access
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It has been acknowledged that evidence-driven practices may lead schools to improved instructional practices, student learning, or organizational improvement; still the evidence is underused by the teachers or school leaders. This study focuses on analyzing how to strengthen the evidence-driven school improvement in school-university partnership programs. Five schools learnt over a period of one school year in collaboration with the university coaches how to collect evidence in classroom and organizational level for improvement process. The results of our study illustrate profiles of the schools based on the usage of data-informed evidence, research-based evidence, or both to make decisions in the instructional and organizational level. Enablers and barriers of data use from the perspective of organizational, user, and data characteristics to implement evidence-driven practices are discussed.
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