School conditions and principal practices promoting instructional data use in high-stakes accountability systems

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dc.article.number101399
dc.contributor.authorRojas-Bravo, Jorge
dc.contributor.authorFromm, Germán
dc.contributor.authorCarrasco Ogaz, Diego
dc.date.accessioned2024-12-01T07:00:08Z
dc.date.available2024-12-01T07:00:08Z
dc.date.issued2024
dc.description.abstractThis study explores how school environments and principal behaviors enhance the use of data within Chile's high-stakes accountability systems. Emphasizing the importance of Data-Driven Decision Making (DDDM) for improving educational outcomes, this mixed-methods research analyzed data employment for accountability, improvement, and instructional purposes. Findings show that schools prioritize data use for enhancing instruction and school improvement over mere compliance with external accountability. Key leadership behaviors, notably instructional leadership, are crucial in promoting effective data utilization. The study identifies both minimal and organizational conditions as critical enablers for data use, although their impact varies with the type of data employed. The results advocate for a balanced approach that considers both quantitative and qualitative factors to optimize data use in educational settings. Future research should delve deeper into specific instructional practices and the factors that influence teacher decision-making to further improve data-driven instruction.
dc.description.funderANID
dc.description.funderNational Agency for Research and Development
dc.description.funderFondecyt
dc.format.extent11 páginas
dc.fuente.origenScopus
dc.identifier.doi10.1016/j.stueduc.2024.101399
dc.identifier.issn0191-491X
dc.identifier.scopusidSCOPUS_ID:85203416320
dc.identifier.urihttps://doi.org/10.1016/j.stueduc.2024.101399
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/88698
dc.identifier.wosidWOS:001312415300001
dc.information.autorucEscuela de Psicología; Carrasco Ogaz, Diego; 0000-0002-1195-6206; 133361
dc.language.isoen
dc.nota.accesoContenido parcial
dc.pagina.final180
dc.pagina.inicio163
dc.publisherSpringer Science and Business Media B.V.
dc.revistaStudies in Educational Evaluation
dc.rightsacceso restringido
dc.subjectAccountability
dc.subjectData-driven decision making
dc.subjectEnabling factors
dc.subjectEvidence-based practice
dc.subjectLeadership styles
dc.subject.ddc370
dc.subject.deweyEducaciónes_ES
dc.subject.ods04 Quality education
dc.subject.odspa04 Educación de calidad
dc.titleSchool conditions and principal practices promoting instructional data use in high-stakes accountability systems
dc.typeartículo
dc.volumen83
sipa.codpersvinculados133361
sipa.indexScopus
sipa.trazabilidadCarga WOS-SCOPUS;01-12-2024
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