Data Use Practices From a Discursive Perspective: Relational and (Non)Risky

• In Event: Hilton Roundtable Session 18
  In Roundtable Session: Conceptual and Theoretical Foundations of Data Use

Abstract

In this paper, a study of discursive strategies that school leaders in three secondary schools in Norway employ to motivate teachers to further develop their teaching practice as a result of national test results, is presented. Particularly three discursive characteristics are found: equalization, solution-oriented and using student narratives. The school leaders mainly draw upon a discourse of professional accountability, yet attempt to push the teachers towards performative accountability. This is mainly done by using discursive strategies such as equalizing and simplifying, contributing to downplay authority. Use of praise, encouragement and assurance are extensively used to motivate the teachers for action. These aspects underscore the relational nature of such meetings in particular and accountability in education more generally.

Authors

• Sølvi Mausethagen, OsloMet - Oslo Metropolitan University

• Tine Sophie Proitz, University of Southeast Norway

• Guri Skedsmo, University of Oslo