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Michael Brown, Stephanie Sowl & K.M. Steigleder. (2023) “May I Contribute Some Data to the Discussion?”: Negotiating Data Politics Through General Education Reform. The Journal of Higher Education 94:7, pages 851-895.
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Fenna Wolthuis, Mireille Desirée Hubers, Klaas van Veen & Siebrich de Vries. (2022) The hullabaloo of schooling: the influence of school factors on the (dis)continuation of lesson study. Research Papers in Education 37:6, pages 1020-1041.
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Mireille D. Hubers, Maaike D.Endedijk & Klaas Van Veen. (2022) Effective characteristics of professional development programs for science and technology education. Professional Development in Education 48:5, pages 827-846.
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Austin S. Jennings. (2022) Preferences, Substitutes, and Complements: Mapping the Relationship between Data Sources within Teachers’ Instructional Practice. Educational Assessment 27:4, pages 322-338.
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Herbert Altrichter, Manuela Gamsjäger, Christine Plaimauer, Eva Prammer-Semmler, Regina Steiner, Julia Zuber & Lisa Handschuh. (2022) Making sense of evidence-based governance reforms: an exploratory analysis of teachers coping with the Austrian performance standard policy. Leadership and Policy in Schools 21:3, pages 501-521.
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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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Nicole Barnes, Catherine M. Brighton, Helenrose Fives, Coby Meyers & Tonya R. Moon. (2022) Where’s the data to support educators’ data use for instructional practice?. Theory Into Practice 61:3, pages 277-287.
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Neil Selwyn. (2022) ‘Just playing around with Excel and pivot tables’ - the realities of data-driven schooling. Research Papers in Education 37:1, pages 95-114.
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Matthew T. Hora, Ross J. Benbow & Changhee Lee. (2021) A sociocultural approach to communication instruction: How insights from communication teaching practices can inform faculty development programs. Journal of the Learning Sciences 30:4-5, pages 747-796.
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Vasiliki Pitsia, Anastasios Karakolidis & Paula Lehane. (2021) Investigating the Use of Assessment Data by Primary School Teachers: Insights from a Large-scale Survey in Ireland. Educational Assessment 26:3, pages 145-162.
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Emilie Mitescu Reagan, Joonkil Ahn, Rachel Roegman & Laura Vernikoff. (2021) What Makes Teacher Preparation Legitimate? An Analysis of Teacher Residency Websites. Action in Teacher Education 43:2, pages 144-159.
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Amanda Obery, James Sletten, Rosanna R. Vallor & Sarah Schmitt-Wilson. (2021) Data Driven Decision Making in Teacher Education: Perceptions of Pre-Service Teachers and Faculty Who Teach Them. Action in Teacher Education 43:2, pages 231-246.
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Tine Sophie Prøitz, Sølvi Mausethagen & Guri Skedsmo. (2021) District administrators’ governing styles in the enactment of data-use practices. International Journal of Leadership in Education 24:2, pages 244-265.
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Sølvi Mausethagen, Tine S. Prøitz & Guri Skedsmo. (2021) Redefining public values: data use and value dilemmas in education. Education Inquiry 12:1, pages 1-16.
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Elizabeth N. Farley-Ripple, Austin Jennings & Amanda B. Jennings. (2021) Tools of the trade: a look at educators’ use of assessment systems. School Effectiveness and School Improvement 32:1, pages 96-117.
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Heng Jiang, Ban Heng Choy & Christine Kim-Eng Lee. (2020) Refining teaching expertise through analysing students’ work: a case of elementary mathematics teacher professional learning during lesson study in Singapore. Professional Development in Education 46:5, pages 731-750.
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Fenna Wolthuis, Mireille D. Hubers, Siebrich de Vries & Klaas van Veen. (2020) More than mundane matters: an exploration of how schools organize professional learning teams. International Journal of Leadership in Education 0:0, pages 1-20.
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Michael Little, Lora Cohen-Vogel, James Sadler & Becca Merrill. (2020) Moving Kindergarten Entry Assessments from Policy to Practice Evidence from North Carolina. Early Education and Development 31:5, pages 796-815.
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Michael Brown. (2020) Seeing students at scale: how faculty in large lecture courses act upon learning analytics dashboard data. Teaching in Higher Education 25:4, pages 384-400.
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Matthew Wilsey, Matthew Kloser, Hilda Borko & Stephanie Rafanelli. (2020) Middle School Science Teachers’ Conceptions of Assessment Practice Throughout a Year-long Professional Development Experience. Educational Assessment 25:2, pages 136-158.
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Marie Lockton, Hayley Weddle & Amanda Datnow. (2020) When data don’t drive: teacher agency in data use efforts in low-performing schools. School Effectiveness and School Improvement 31:2, pages 243-265.
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Marie Lockton. (2019) Chasing joint work: administrators’ efforts to structure teacher collaboration. School Leadership & Management 39:5, pages 496-518.
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Wieland Wermke & Tine S. Prøitz. (2019) Discussing the curriculum-Didaktik dichotomy and comparative conceptualisations of the teaching profession. Education Inquiry 10:4, pages 300-327.
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Marieke van Geel, Trynke Keuning, Adrie Visscher & Jean-Paul Fox. (2019) Changes in Educational Leadership During A Data-Based Decision Making Intervention. Leadership and Policy in Schools 18:4, pages 628-647.
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Jana Bouwma-Gearhart, Adam Lenz & John Ivanovitch. (2019) The interplay of postsecondary science educators’ problems of practice and competencies: informing better intervention designs. Journal of Biological Education 53:4, pages 365-377.
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Clark McKown. (2019) Challenges and Opportunities in the Applied Assessment of Student Social and Emotional Learning. Educational Psychologist 54:3, pages 205-221.
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Christine J. Lyon, Leslie Nabors Oláh & E. Caroline Wylie. (2019) Working toward integrated practice: Understanding the interaction among formative assessment strategies. The Journal of Educational Research 112:3, pages 301-314.
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Kim Schildkamp, Maaike Smit & Ulf Blossing. (2019) Professional Development in the Use of Data: From Data to Knowledge in Data Teams. Scandinavian Journal of Educational Research 63:3, pages 393-411.
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Søren Hornskov, Camilla Nørgaard & Pernille Hansen. (2019) Standards as epistemological practice. A study of how Danish school leaders use assessment findings in the development of leadership practice. Nordic Journal of Studies in Educational Policy 5:1, pages 19-29.
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Lora Cohen-Vogel, Michael Little & Christine Fierro. (2019) Evidence-Based Staffing in High Schools: Using Student Achievement Data in Teacher Hiring, Evaluation, and Assignment. Leadership and Policy in Schools 18:1, pages 1-34.
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Sølvi Mausethagen, Tine S. Prøitz & Guri Skedsmo. (2019) School leadership in data use practices: collegial and consensus-oriented. Educational Research 61:1, pages 70-86.
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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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Katrina E. Bulkley & Suzanne Schwarz McCotter. (2018) Learning to Lead with Data: From Espoused Theory to Theory-in-Use. Leadership and Policy in Schools 17:4, pages 591-617.
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Matthew T. Hora & Bailey B. Smolarek. (2018) Examining Faculty Reflective Practice: A Call for Critical Awareness and Institutional Support. The Journal of Higher Education 89:4, pages 553-581.
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John Wachen, Christopher Harrison & Lora Cohen-Vogel. (2018) Data Use as Instructional Reform: Exploring Educators’ Reports of Classroom Practice. Leadership and Policy in Schools 17:2, pages 296-325.
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Mireille D. Hubers, Nienke M. Moolenaar, Kim Schildkamp, Alan J. Daly, Adam Handelzalts & Jules M. Pieters. (2018) Share and succeed: the development of knowledge sharing and brokerage in data teams’ network structures. Research Papers in Education 33:2, pages 216-238.
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Kristy S. Cooper. (2018) Using affective data in urban high schools: can we equalize the graduation rate?. International Journal of Leadership in Education 21:1, pages 104-121.
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Sølvi Mausethagen, Tine Prøitz & Guri Skedsmo. (2018) Teachers’ use of knowledge sources in ‘result meetings’: thin data and thick data use.. Teachers and Teaching 24:1, pages 37-49.
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Todd D. Reeves. (2017) Equipping Preservice Elementary Teachers for Data Use in the Classroom. Action in Teacher Education 39:4, pages 361-380.
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Marisa Cannata & Stacey Rutledge. (2017) Introduction to New Frontiers in Scaling Up Research. Peabody Journal of Education 92:5, pages 559-568.
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Bronwen Cowie & Beverley Cooper. (2017) Exploring the challenge of developing student teacher data literacy. Assessment in Education: Principles, Policy & Practice 24:2, pages 147-163.
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Kim Schildkamp, Cindy Poortman, Hans Luyten & Johanna Ebbeler. (2017) Factors promoting and hindering data-based decision making in schools. School Effectiveness and School Improvement 28:2, pages 242-258.
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Todd D. Reeves & Jui-Ling Chiang. (2017) Building Pre-service Teacher Capacity to Use External Assessment Data: An Intervention Study. The Teacher Educator 52:2, pages 155-172.
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Chris Brown, Kim Schildkamp & Mireille D. Hubers. (2017) Combining the best of two worlds: a conceptual proposal for evidence-informed school improvement. Educational Research 59:2, pages 154-172.
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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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Tine S. Prøitz, Sølvi Mausethagen & Guri Skedsmo. (2017) Data use in education: alluring attributes and productive processes. Nordic Journal of Studies in Educational Policy 3:1, pages 1-5.
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Tine S. Prøitz, Sølvi Mausethagen & Guri Skedsmo. (2017) Investigative modes in research on data use in education. Nordic Journal of Studies in Educational Policy 3:1, pages 42-55.
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Denise Demski & Kathrin Racherbäumer. (2017) What data do practitioners use and why? Evidence from Germany comparing schools in different contexts. Nordic Journal of Studies in Educational Policy 3:1, pages 82-94.
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Herbert Altrichter & Manuela Gamsjäger. (2017) A conceptual model for research in performance standard policies. Nordic Journal of Studies in Educational Policy 3:1, pages 6-20.
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Todd D. Reeves, Kelly H. Summers & Evan Grove. (2016) Examining the landscape of teacher learning for data use: The case of Illinois. Cogent Education 3:1.
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Erik Bolhuis, Kim Schildkamp & Joke Voogt. (2016) Data-based decision making in teams: enablers and barriers. Educational Research and Evaluation 22:3-4, pages 213-233.
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Peter Samuelson Wardrip & R. Benjamin Shapiro. (2016) Digital media and data: using and designing technologies to support learning in practice. Learning, Media and Technology 41:2, pages 187-192.
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Denise C. Nacu, Caitlin K. Martin, Nichole Pinkard & Tené Gray. (2016) Analyzing educators’ online interactions: a framework of online learning support roles. Learning, Media and Technology 41:2, pages 283-305.
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Pamela A. Moss. (2016) Shifting the focus of validity for test use. Assessment in Education: Principles, Policy & Practice 23:2, pages 236-251.
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Kim Schildkamp, Cindy L. Poortman & Adam Handelzalts. (2016) Data teams for school improvement. School Effectiveness and School Improvement 27:2, pages 228-254.
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Goedele Verhaeghe, Kim Schildkamp, Hans Luyten & Martin Valcke. (2015) Diversity in school performance feedback systems. School Effectiveness and School Improvement 26:4, pages 612-638.
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Monica Reid Kerrigan. (2015) Social Capital in Data-Driven Community College Reform. Community College Journal of Research and Practice 39:7, pages 603-618.
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Fabienne M. Van der Kleij, Jorine A. Vermeulen, Kim Schildkamp & Theo J.H.M. Eggen. (2015) Integrating data-based decision making, Assessment for Learning and diagnostic testing in formative assessment. Assessment in Education: Principles, Policy & Practice 22:3, pages 324-343.
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Hongli Li, C. Kevin Fortner & Xiaoxuan Lei. (2015) Relationships between the use of test results and US students’ academic performance. School Effectiveness and School Improvement 26:2, pages 258-278.
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Sølvi Mausethagen & Christina Elde Mølstad. (2015) Shifts in curriculum control: contesting ideas of teacher autonomy. Nordic Journal of Studies in Educational Policy 2015:2.
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Charles Vanover & Olivia Hodges. (2015) Teaching data use and school leadership. School Leadership & Management 35:1, pages 17-38.
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Bradley W. Carpenter & Curtis Brewer. (2014) The implicated advocate: the discursive construction of the democratic practices of school principals in the USA. Discourse: Studies in the Cultural Politics of Education 35:2, pages 294-306.
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Jan Vanhoof, Goedele Verhaeghe, Peter Van Petegem & Martin Valcke. (2012) Flemish primary teachers’ use of school performance feedback and the relationship with school characteristics. Educational Research 54:4, pages 431-449.
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Laura S. Hamilton, Brian M. Stecher & Kun Yuan. (2012) Standards-Based Accountability in the United States:. Education Inquiry 3:2, pages 149-170.
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