References
- Coburn, C., & Turner, E. O. (2011). Research on data use: A framework and analysis. Measurement: Interdisciplinary Research and Practice, 9(4), 173–206.
- Grimen, H. (2008). Profesjon og kunnskap. In A. Molander & L. I. Terum (Eds.), Profesjonsstudier [Professional studies] (pp. 71–86). Oslo: Universitetsforlaget.
- Heitink, M. C., Van der Kleij, F. M., Veldkamp, B. P., Schildkamp, K., & Kippers, W. B. (2016). A systematic review of prerequisites for implementing assessment for learning in classroom practice. Educational Research Review, 17, 50–62. doi:10.1016/j.edurev.2015.12.002
- Jennings, J. L. (2012). The effects of accountability system design on teachers’ use of test score data. Teachers College Record, 114(11), 1–23.
- Labaree, D. F. (2005). Progressivism, schools and schools of education: An American romance. Paedagogica Historica. International Journal of the History of Education, 41(1–2), 275–288. doi:10.1080/0030923042000335583
- Little, J. W. (2012). Understanding data use practice among teachers: The contribution of micro-process studies. American Journal of Education, 118(2), 143–166. doi:10.1086/663271
- Mausethagen, S., Prøitz, T., & Skedsmo, G. (2017). Nye styringsformer og kunnskapskilder i sam(spill). Eksempler fra skolefeltet [Interplay between new governance forms and knowledge sources. Examples from the field of education]. In S. Mausethagen & J.-C. Smeby (Eds.), Kvalifisering til profesjonell yrkesutøvelse [Qualification for professional practice]. Oslo: Universitetsforlaget.
- Møller, J. (2015). Norway: Researching Norwegian principals. In H. Arlestig, C. Day, & O. Johansson (Eds.), A decade of research on school principals cases from 24 countries, series: Studies in educational leadership (Vol. 21, pp. 77–101). Switzerland: Springer international Publishing.
- Ozga, J. (2009). Governing education through data in England: From regulation to self‐evaluation. Journal of Education Policy, 24(2), 149–162. doi:10.1080/02680930902733121
- Porter, T. M. (1995). Trust in numbers: The pursuit of objectivity in science and public life. New Jersey: Princeton University Press.
- Prøitz, T. S., Mausethagen, S., & Skedsmo, G. (2017). Investigative modes in research on data use in education. Nordic Journal of Studies in Educational Policy, 2016(1).
- Racherbäumer, K., Funke, C., van Ackeren, I., & Clausen, M. (2013). Datennutzung und Schulleitungshandeln an Schulen in weniger begünstigter Lage. Empirische Befunde zu ausgewählten Aspekten der Qualitätsentwicklung [Data use and school leadership in schools located in areas with low SES. Empirical findings on selected aspects of quality development]. Die Deutsche Schule, 13(12), 226–254.
- Schildkamp, K., Karbautzki, L., & Vanhoof, J. (2014). Exploring data use practices around Europe: Identifying enablers and barriers. Studies in Educational Evaluation, 42, 15–24. doi:10.1016/j.stueduc.2013.10.007
- Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1–23. doi:10.17763/haer.57.1.j463w79r56455411
- Skedsmo, G. (2009). School governing in transition. Perspectives, purposes and perceptions of evaluation policy ( Doctoral Thesis). University of Oslo, Oslo.
- Spillane, J. P. (2012). Data in practice: Conceptualizing the data-based decision-making phenomena. American Journal of Education, 118(2), 113–141. doi:10.1086/663283