Realizing Data-Driven Changes in Upper Secondary Schools Through Formative Interventions

• In Event: 28.088 - Fairmont Royal York Roundtable Session Four
  In Roundtable Session: 28.088-4 - WITHDRAWN: Continuous Improvement, Researcher-Practitioner Partnerships, and Data-Driven Change

Abstract

To realize teacher-driven improvements in schools research recommends using professional development (PLC) as a component of policy enactment, and bottom-up implementation processes characterized by trust, dialogue and high levels of teacher agency are considered important to resolve tensions concerning teacher autonomy and the lack of inquiry-based actions in educational reforms. Also the role of the school leadership to facilitate and follow up the improvements are crucial, as well as university researchers who function as trainers or facilitators. The purpose of this qualitative case study research is to explore how research-practice partnerships using an expansive learning approach would enhance teachers` transformative agency and professional learning to build capacity in schools for more data informed development processes.

Authors

• Lise Vikan Sandvik, The Norwegian University of Science and Technology

• Anne Berit Emstad, Norwegian University of Science and Technology