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Shivaun O’Brien, Gerry McNamara, Joe O’Hara, Martin Brown & Craig Skerritt. (2022) Teacher leadership in school self-evaluation: an approach to professional development. Irish Educational Studies 0:0, pages 1-16.
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Evelyn Goffin, Rianne Janssen & Jan Vanhoof. (2022) The interplay of user beliefs and situated characteristics in explaining school performance feedback use. School Effectiveness and School Improvement 33:3, pages 456-478.
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Coby V. Meyers, Tonya R. Moon, Jane Patrick, Catherine M. Brighton & Latisha Hayes. (2022) Data use processes in rural schools: management structures undermining leadership opportunities and instructional change. School Effectiveness and School Improvement 33:1, pages 1-20.
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Roos Van Gasse, Jan Vanhoof & Peter Van Petegem. (2018) Instrumental, conceptual and symbolic effects of data use: the impact of collaboration and expectations. Educational Studies 44:5, pages 521-534.
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Roos Van Gasse, Kristin Vanlommel, Jan Vanhoof & Peter Van Petegem. (2017) The impact of collaboration on teachers’ individual data use. School Effectiveness and School Improvement 28:3, pages 489-504.
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Lisette Uiterwijk-Luijk, Meta Krüger, Bonne Zijlstra & Monique Volman. (2017) The relationship between psychological factors and inquiry-based working by primary school teachers. Educational Studies 43:2, pages 147-164.
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E. D. Bolhuis, K. Schildkamp & J. M. Voogt. (2016) Improving teacher education in the Netherlands: data team as learning team?. European Journal of Teacher Education 39:3, pages 320-339.
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Articles from other publishers (11)
Jana Groß Ophoff, Chris Brown & Christoph Helm. (2023) Do pupils at research-informed schools actually perform better? Findings from a study at English schools. Frontiers in Education 7.
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Jiutong Luo, Minhong Wang & Shengquan Yu. (2022) Exploring the factors influencing teachers’ instructional data use with electronic data systems. Computers & Education 191, pages 104631.
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Kristin Vanlommel. 2022. The Emerald Handbook of Evidence-Informed Practice in Education. The Emerald Handbook of Evidence-Informed Practice in Education
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Ramona Buske & Olga Zlatkin-Troitschanskaia. (2018) Investigating principals’ data use in school: The impact of evidence-oriented attitudes and epistemological beliefs. Educational Management Administration & Leadership 47:6, pages 925-942.
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Lisette Uiterwijk-Luijk, Meta Krüger & Monique Volman. (2017) Promoting inquiry-based working: Exploring the interplay between school boards, school leaders and teachers. Educational Management Administration & Leadership 47:3, pages 475-497.
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Shivaun O’Brien, Gerry McNamara, Joe O’Hara & Martin Brown. (2019) Irish teachers, starting on a journey of data use for school self-evaluation. Studies in Educational Evaluation 60, pages 1-13.
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Loth Van Den Ouweland, Jan Vanhoof & Piet Van den Bossche. (2019) Underperforming teachers: the impact on co-workers and their responses. Educational Assessment, Evaluation and Accountability 31:1, pages 5-32.
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Julia Zuber. 2019. Bildungsstandards zwischen Politik und schulischem Alltag. Bildungsstandards zwischen Politik und schulischem Alltag
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Kristin Vanlommel, Roos Van Gasse, Jan Vanhoof & Peter Van Petegem. (2018) Teachers’ high-stakes decision making. How teaching approaches affect rational and intuitive data collection. Teaching and Teacher Education 71, pages 108-119.
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Lisette Uiterwijk-Luijk, Meta Krüger, Bonne Zijlstra & Monique Volman. (2017) Inquiry-based leadership. Journal of Educational Administration 55:5, pages 492-509.
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