Data-culture:investigating teachers' use of and attitudes towards attainment and progress data in English secondary schools
Data-culture:investigating teachers' use of and attitudes towards attainment and progress data in English secondary schools
The study on which this paper is based proposes to get to go to the core of whether or not the intelligent accountability referred to by Government (Miliband 2004) is being achieved in secondary schools in England. It seeks to build on what is known of teacher attitude at the time of the introduction of contextualised value added measures (CVA), to aims to measure how awareness, perception and utilisation have changed since then, in order to see how ‘data rich’ schools have actually become and to investigate how this is impacting on classroom practice.
It focuses on the practice and attitudes of teachers, not just school managers, and to get both a national overview and detailed personalised data. The ability to utilise performance data and teachers’ intellectual response to it go to the very heart of teacher professionalism in schools. It aims to investigate how schools’ data-management practices serve or hinder the development of positive data cultures.
use of data in schools
attainment data
progress data
CVA
school performance measures
school effectiveness
school improvement
league tables
school culture
Kelly, Anthony
1facbd39-0f75-49ee-9d58-d56b74c6debd
Downey, Chris
bb95b259-2e31-401b-8edf-78e8d76bfb8c
2010
Kelly, Anthony
1facbd39-0f75-49ee-9d58-d56b74c6debd
Downey, Chris
bb95b259-2e31-401b-8edf-78e8d76bfb8c
Kelly, Anthony and Downey, Chris
(2010)
Data-culture:investigating teachers' use of and attitudes towards attainment and progress data in English secondary schools.
23rd International Congress for School Effectiveness and Improvement (ICSEI), Kuala Lumpur, Malaysia.
05 - 08 Jan 2010.
Record type:
Conference or Workshop Item
(Paper)
Abstract
The study on which this paper is based proposes to get to go to the core of whether or not the intelligent accountability referred to by Government (Miliband 2004) is being achieved in secondary schools in England. It seeks to build on what is known of teacher attitude at the time of the introduction of contextualised value added measures (CVA), to aims to measure how awareness, perception and utilisation have changed since then, in order to see how ‘data rich’ schools have actually become and to investigate how this is impacting on classroom practice.
It focuses on the practice and attitudes of teachers, not just school managers, and to get both a national overview and detailed personalised data. The ability to utilise performance data and teachers’ intellectual response to it go to the very heart of teacher professionalism in schools. It aims to investigate how schools’ data-management practices serve or hinder the development of positive data cultures.
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Published date: 2010
Venue - Dates:
23rd International Congress for School Effectiveness and Improvement (ICSEI), Kuala Lumpur, Malaysia, 2010-01-05 - 2010-01-08
Keywords:
use of data in schools
attainment data
progress data
CVA
school performance measures
school effectiveness
school improvement
league tables
school culture
Identifiers
Local EPrints ID: 72479
URI: http://eprints.soton.ac.uk/id/eprint/72479
PURE UUID: 742fbdcb-3079-4507-b6d6-0ce9046bf0c5
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Date deposited: 16 Feb 2010
Last modified: 11 Dec 2021 04:11
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