Data-Driven School Development: Interpretation and Negotiation Processes at Disadvantaged Schools in Germany

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

Abstract

Studies show that schools that encourage competence in challenging circumstances incorporate data strongly into their school development practice. However, this does not allow any conclusions about how and to what extent the school’s capacity for improvement interacts with processes designed to improve the quality and effectiveness of schools. In this paper we address the question of how schools can be supported with regard to the systemic inclusion of data in school development processes. From the perspective of organisational theory, it raises questions about the ability to influence collective decision-making processes in schools. From a heuristic perspective it raises questions about the understanding of evidence as ‘objective truth’ and negotiation- and recontexualisation processes among stakeholders.

Author

• Nina Bremm, University Duisburg - Essen