Search
Program Calendar
Browse By Day
Browse By Time
Browse By Person
Browse By Room
Browse By Unit
Browse By Session Type
Browse By Descriptor
Search Tips
Annual Meeting Housing and Travel
Personal Schedule
Sign In
While there is an abundance of data-use literature in the education-policy landscape, research typically draws on interview and survey methods. Studies rarely rely on the observational and longitudinal data that are required to investigate the role that data play in deliberations over time (Little, 2012). As a result, we know little about how data enter ongoing decision-making conversations, or how they may assist in framing problems and developing potential solutions. In this article, we describe how we used frame theory to understand the role of data in deliberations over time. We then outline the methodological approach developed for investigating data use in naturally-occurring longitudinal decision making, and finally explain how we analyze the contexts in which data were invoked.