Making sense of student data in teacher professional development

References

• Ball, S.J., 2003. The teacher’s soul and the terrors of performativity. Journal of education policy, 18 (2), 215–228. doi:10.1080/0268093022000043065
   Web of Science ®Google Scholar
• Ball, S.J., 2015. Education, governance and the tyranny of numbers. Journal of education policy, 30 (3), 299–301. doi:10.1080/02680939.2015.1013271
   Web of Science ®Google Scholar
• Barsalou, L.W., 1992. Frames, concepts, and conceptual fields. In: A. Lehrer and E.F. Kittay, eds. Frames, fields, and contrasts: new essays in semantic and lexical organization. Hillsdale, NJ: Lawrence Erlbaum Associates, 21–74.
   Google Scholar
• Bartlett, F.C., 1932. Remembering: a study in experimental and social psychology. Cambridge: Cambridge University Press.
   Google Scholar
• Bennett, J., Lubben, F., and Hogarth, S., 2007. Bringing science to life: a synthesis of the research evidence on the effects of context-based and STS approaches to science teaching. Science education, 91 (3), 347–370. doi:10.1002/(ISSN)1098-237X
   Web of Science ®Google Scholar
• Boersma, K.T., et al., 2007. Leerlijn biologie van 4 tot 18 jaar. Uitwerking van de concept-contextbenadering tot doelstellingen voor het biologieonderwijs [Proposing a learning track from 4 to 18 years. Elaboration of the concept-context approach into curriculum objectives for biology education]. Utrecht: CVBO.
   Google Scholar
• Borko, H., Jacobs, J., and Koellner, K., 2010. Contemporary approaches to teacher professional development. In: E. Bekaer, B. McGaw, and P. Peterson, eds. International encyclopedia of education. 3rd ed. Oxford: Elsevier Scientific Publishers, 548–555.
   Google Scholar
• Bransford, J., et al., 2005. Theories of learning and their roles in teaching. In: L. Darling-Hammond and J. Bransford, eds. Preparing teachers for a changing world. San Francisco, CA: Jossey-Bass, 40–87.
   Google Scholar
• Deming, W.E., 2000. The new economics, for industry, government, education. 2nd ed. Cambridge, MA: MIT Press.
   Google Scholar
• Desimone, L.M., 2009. Improving impact studies of teachers’ professional development: toward better conceptualizations and measures. Educational researcher, 38 (3), 181–199. doi:10.3102/0013189X08331140
   Web of Science ®Google Scholar
• Doyle, W., 2006. Ecological approaches to classroom management. In: C. Evertson and C. Weinstein, eds. Handbook of classroom management: research, practice and contemporary issues. New York: Lawrence Erlbaum, 97–125.
   Google Scholar
• Doyle, W. and Ponder, G., 1977. The ethic of practicality and teacher decision-making. Interchange, 8 (3), 1–12. doi:10.1007/BF01189290
   Google Scholar
• Fishbein, M. and Ajzen, I., 2010. Predicting and changing behavior: the reasoned action approach. New York: Psychology Press (Taylor & Francis).
   Google Scholar
• Fishman, B.J., et al., 2003. Linking teacher and student learning to improve professional development in systemic reform. Teaching and teacher education, 19 (6), 643–658. doi:10.1016/S0742-051X(03)00059-3
   Web of Science ®Google Scholar
• Fullan, M., 2007. The new meaning of educational change. 4th ed. New York: Teachers College Press.
   Google Scholar
• Gage, N.L., 2009. A conception of teaching. Dordrecht: Springer.
   Google Scholar
• Gilbert, J., 2006. On the nature of ‘context’ in chemical education. International journal of science education, 28 (9), 957–976. doi:10.1080/09500690600702470
   Web of Science ®Google Scholar
• Holland, J.H., 2000. Emergence: from chaos to order. Oxford: Oxford University Press.
   Google Scholar
• Ingram, D., Louis, K.S., and Schroeder, R.G., 2004. Accountability policies and teacher decision making: barriers to the use of data to improve practice. Teachers college record, 106 (6), 1258–1287. doi:10.1111/tcre.2004.106.issue-6
   Web of Science ®Google Scholar
• Janssen, F.J.J.M., De Hullu, E., and Tigelaar, D., 2009. Using a domain-specific model to improve student teachers’ reflections on positive teaching experiences. Action in teacher education, 31 (2), 86–98. doi:10.1080/01626620.2009.10463520
   Google Scholar
• Janssen, F.J.J.M., et al., 2013. How to make innovations practical. Teachers college record, 115 (7), 1–43.
   Web of Science ®Google Scholar
• Janssen, F.J.J.M., Westbroek, H.B., and van Driel, J.H., 2014. How to make guided discovery learning practical for student teachers. Instructional science, 42 (1), 67–90. doi:10.1007/s11251-013-9296-z
   Web of Science ®Google Scholar
• Klein, G., Moon, G., and Hofman, R.R., 2006. Making sense of sensemaking 2: a sacrocognitive model. Intelligent systems, IEEE, 21 (5), 88–92. doi:10.1109/MIS.2006.100
   Web of Science ®Google Scholar
• Lingard, B., et al., 2015. Globalizing educational accountabilities. New York: Routledge.
   Google Scholar
• Lloyd, M. and Davis, J.P., 2018. Beyond performativity: a pragmatic model of teacher professional learning. Professional development in education, 44 (1), 92–106. doi:10.1080/19415257.2017.1398181
   Web of Science ®Google Scholar
• Mandinach, E.B., 2012. A perfect time for data use: using data-driven decision making to inform practice. Educational psychologist, 47 (2), 71–85. doi:10.1080/00461520.2012.667064
   Web of Science ®Google Scholar
• Marsh, J.A. and Farrell, C.C., 2014. How leaders can support teachers with data-driven decision making: a framework for understanding capacity building. Educational management administration & leadership, 43 (2), 269–289. doi:10.1177/1741143214537229
   Web of Science ®Google Scholar
• Merrill, M.D., Barclay, M., and van Schaak, A., 2008. Prescriptive principles for instructional design. In: J.M. Spector, et al., eds. Handbook of research on educational communications and technology. 3rd ed. New York: Lawrence Erlbaum, 173–184.
   Google Scholar
• Miles, M. and Huberman, A., 1994. Qualitative data analysis: an expanded sourcebook. Thousand Oaks, CA: Sage.
   Google Scholar
• Minsky, M., 1985. The society of mind. New York: Simon & Schuster.
   Google Scholar
• Schildkamp, K. and Kuiper, W., 2010. Data-informed curriculum reform: which data, what purposes and promoting and hindering factors. Teaching and teacher education, 26 (3), 482–496. doi:10.1016/j.tate.2009.06.007
   Web of Science ®Google Scholar
• Shewhart, W.A., 1931. Economic control of quality of manufactured product. New York: D. Van Nostrand.
   Google Scholar
• Stecker, P.M., Fuchs, L.S., and Fuchs, D., 2005. Using curriculum-based measurement to improve student achievement: review of research. Psychology in the schools, 42 (8), 795–819. doi:10.1002/(ISSN)1520-6807
   Web of Science ®Google Scholar
• Stevenson, H., 2017. The “Datafication” of teaching: can teachers speak back to the numbers? Peabody journal of education, 92 (4), 537–557. doi:10.1080/0161956X.2017.1349492
   Google Scholar
• Vermunt, J.D., 1998. The regulation of constructive learning processes. British journal of educational psychology, 68 (2), 149–171. doi:10.1111/bjep.1998.68.issue-2
   Web of Science ®Google Scholar
• Weiner, B., 2010. The development of an attribution-based theory of motivation: a history of ideas. Educational psychologist, 45 (1), 28–36. doi:10.1080/00461520903433596
   Web of Science ®Google Scholar
• Wieringa, N., Janssen, F.J.J.M., and Van Driel, J.H., 2011. Biology teachers designing context-based lessons for their classroom practice—the importance of rules of thumb. International journal of science education, 33 (17), 2437–2462. doi:10.1080/09500693.2011.553969
   Web of Science ®Google Scholar
• Yin, R.K., 2014. Case study research design and methods. 5th ed. Thousand Oaks, CA: Sage.
   Google Scholar
• Young, V.M., 2006. Teachers’ use of data: loose coupling, agenda setting and team norms. American journal of education, 112 (4), 521–548. doi:10.1086/505058
   Web of Science ®Google Scholar
• Zeitz, C.M., 1997. Some concrete advantages of abstraction. How experts’ representations facilitate reasoning. In: P.J. Feltkovich, K.M. Ford, and R.R. Hofman, eds. Expertise in context. Cambridge, MA: MIT press, 43–65.
   Google Scholar