Teachers’ Judgments and Decision-Making: Studies Concerning the Transition from Primary to Secondary Education and Their Implications for Teacher Education

Purpose The purpose of this paper is to lay out the data competence maturity model (DCMM) and discuss how the application of the model can serve as a foundation for a measured and deliberate use of data in secondary education. Design/methodology/approach Although the model is new, its implications, and its application are derived from key findings and best practices from the software development, data analytics and secondary education performance literature. These principles can guide educators to better manage student and operational outcomes. This work builds and applies the DCMM model to secondary education. Findings The conceptual model reveals significant opportunities to improve data-driven decision making in schools and local education agencies (LEAs). Moving past the first and second stages of the data competency maturity model should allow educators to better incorporate data into the regular decision-making process. Practical implications Moving up the DCMM to better integrate data into their decision-making process has the potential to produce profound improvements for schools and LEAs. Data science is about making better decisions. Understanding the path laid out in the DCMM to helping an organization move to a more mature data-driven decision-making process will help improve both student and operational outcomes. Originality/value This paper brings a new concept, the DCMM, to the educational literature and discusses how these principles can be applied to improve decision making by integrating them into their decision-making process and trying to help the organization mature within this framework.

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Journeys in Language Education

ELOPE English Language Overseas Perspectives and Enquiries ◽

10.4312/elope.16.2.9-11 ◽

2019 ◽

Vol 16 (2) ◽

pp. 9-11

Author(s):

Mateja Dagarin Fojkar

Keyword(s):

Teacher Education ◽

Secondary Education ◽

Language Education ◽

Language Policies ◽

Primary And Secondary Education

This issue of ELOPE is dedicated to language education, which is gaining significance in today’s world as many countries are reshaping their language policies by either introducing languages earlier in the curriculum or implementing additional languages into primary and secondary education. In this context many issues need to be reconsidered, among which teaching and teacher education are the most crucial ones.

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Some reasons why evidence from educational research is not particularly popular among (pre-service) teachers: A discussion

Zeitschrift für Pädagogische Psychologie ◽

10.1024/1010-0652/a000311 ◽

2021 ◽

Vol 35 (2-3) ◽

pp. 209-214

Author(s):

Frank Fischer

Keyword(s):

Decision Making ◽

Teacher Education ◽

Problem Solving ◽

Educational Research ◽

Information Sources ◽

Research Evidence ◽

Scientific Evidence ◽

Scientific Information ◽

Special Issue ◽

The Individual

Abstract. This discussion first highlights novel aspects that the individual articles contribute to the special issue on (future) teachers' choice, use, and evaluation of (non-)scientific information sources about educational topics. Among these highlights are the conceptualizations of epistemic goals and the type of pedagogical task as moderators of the selection and use of scientific evidence. The second part raises overarching questions, including the following: How inclusive do we want the concept of evidence to be? How should teachers use research evidence in their pedagogical problem-solving and decision-making? To what extent is multidisciplinary teacher education contributing to epistemological confusion, possibly leading to (pre-service) teachers' low appreciation of educational research?

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Initial Teacher Education in Secondary Education (Finland)

Bloomsbury Education and Childhood Studies ◽

10.5040/9781350996533.011 ◽

2021 ◽

Author(s):

Pentti Moilanen ◽

Pekka Räihä

Keyword(s):

Teacher Education ◽

Secondary Education ◽

Initial Teacher Education

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What is a Culture of Evidence? How do you Get One? and … Should you Want One?

Teachers College Record ◽

10.1177/016146811411600307 ◽

2014 ◽

Vol 116 (3) ◽

pp. 1-27 ◽

Cited By ~ 2

Author(s):

Charles A. Peck ◽

Morva A. Mcdonald

Keyword(s):

Decision Making ◽

Teacher Education ◽

Organizational Factors ◽

Outcome Data ◽

Evidence Based ◽

Retrospective Case ◽

Large Measure ◽

Culture Of Evidence ◽

Evidence Based Decision Making

Background/Context Contemporary state and national policy rhetoric reflects increased press for “evidence-based” decision making within programs of teacher education, including admonitions that programs develop a “culture of evidence” in making decisions regarding policy and practice. Recent case study reports suggest that evidence-based decision making in teacher education involves far more than access to data—including a complex interplay of motivational, technical, and organizational factors. Purpose In this paper we use a framework derived from Cultural Historical Activity Theory to describe changes in organizational practice within two teacher education programs as they began to use new sources of outcome data to make decisions about program design, curriculum and instruction. Research Design We use a retrospective case study approach, drawing on interviews, observations and documents collected in two university programs undergoing evidence-based renewal. Conclusions We argue for the value of a CHAT perspective as a tool for clarifying linkages between the highly abstract and rhetorically charged concept of a “culture of evidence” and concrete organizational practices in teacher education. We conclude that the meaning of a “culture of evidence” depends in large measure on the motivations underlying its development.

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