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Journal of Research in Education Sciences 2014, 59(1), 171-195
doi:10.6209/JORIES.2014.59(1).06
Data Use in School Development Planning:
A High School Case Study
Hui-Ling Pan Shu-Han Chang
Graduate Institute of Educational Policy and Leadership, Tamkang University
Graduate Institute of Educational Policy and Administration, National Taiwan Normal University
Abstract
Propelled by the international comparison of student achievement in the twenty first century, student learning caught the world’s attention and became critical to the agenda of education reform.
Data-driven decision making plays a crucial role in assisting school improvement and enhancing student achievement; however, data use remains a relatively new concept for audiences in Taiwan.
To enrich school practices and academic data use, this case study explored how a high school used data through collaboration with a university. Observation, interview, and document analysis were employed to collect data. The results indicated that the school had integrated different data to diagnose its weaknesses and problems. An improvement action plan was developed based on the data. It was also observed that school members who were initially suspicious gradually changed their attitude, finding the use of data to be meaningful in their sensemaking process. Effective principal leadership, as well as the time, capacity, and willingness of school members, were critical conditions for the successful use of data within schools.
Keywords: data use, data-driven decision making, sensemaking theory
Corresponding Author: Hui-Ling Pan, E-mail: panhlw@gmail.com
Manuscript received: Jun. 29, 2013; Revised: Dec. 25, 2013; Accepted: Jan. 28, 2014.
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