scholarly journals Capacity building by data team members to sustain schools' data use

2016 ◽  
Author(s):  
Mireille Desirée Hubers
Keyword(s):  
Capacity Building ◽  
Data Use ◽  
Team Members ◽  
Data Team

scholarly journals Spreading the Word: Boundary Crossers Building Collective Capacity for Data Use

2019 ◽  
Vol 121 (1) ◽  
pp. 1-45
Author(s):  
Mireille D. Hubers ◽  
Cindy L. Poortman ◽  
Kim Schildkamp ◽  
Jules M. Pieters
Keyword(s):  
Common Ground ◽  
Data Use ◽  
Background Information ◽  
Boundary Crossing ◽  
Educational Problem ◽  
Team Members ◽  
Improvement Plan ◽  
Data Team ◽  
Using Data ◽  
Collective Capacity

Background/Context The data team intervention was designed to support schools in using data while developing a solution to an educational problem. The participating data team members are responsible for building collective capacity within their school for using data and implementing actions related to the improvement plan. This can be challenging, because although they have gained knowledge and experience with data use and the educational problem, their colleagues who were not on the data team have not. As a result, there is a heightened risk for discontinuity between the behaviors of such colleagues and of the data team members: Colleagues will not automatically use data nor implement the actions for improvement. These discontinuities are referred to as boundaries. To establish common ground with their colleagues, data team members need to act as boundary crossers by brokering their knowledge. Purpose The present study used a process view to determine how data team members acted as boundary crossers by studying what content they had brokered, the level at which they had addressed that content, and what activities they had used to cross boundaries. Intervention Data teams consist of six to eight educators who collaboratively learn how to use data to analyze and address an educational problem at their school. They work following a cyclical procedure. Research Design A longitudinal qualitative case study was conducted in four Dutch schools that implemented the data team intervention. Data Collection and Analysis Artifacts were collected and all team members were interviewed twice. Log files, minutes of the meetings, and progress reports were used to obtain a complete picture of boundary crossing and to provide background information. A coding scheme was used in order to determine what content was brokered, the level at which the content was addressed, and the activities used to broker the content. Findings/Results Findings illustrated that team members mainly brokered knowledge about the educational problem and data use as applied to the educational problem, but rarely about data use in general. Overall, content was almost exclusively addressed at the level of awareness, indicating that only basic information was brokered. Conclusions/Recommendations Successful boundary crossing cannot be taken for granted: Team members brokered their knowledge in ways less likely to be effective. When they receive additional support for this, they are likely to increase their team's effectiveness in building school-wide capacity for both data use and the implementation of actions related to the improvement plan.

Leadership to Support and Sustain Data Use in Data Teams

2018 ◽  
pp. 98-118 ◽  
Author(s):  
Kim Schildkamp ◽  
Cindy Louise Poortman
Keyword(s):  
School Improvement ◽  
Leadership Behaviors ◽  
School Leaders ◽  
Data Use ◽  
Intellectual Stimulation ◽  
Data Teams ◽  
Use Of Data ◽  
Data Team ◽  
Different Parts

This chapter focuses on how school leaders can support the use of data in data teams with the data team intervention, a step-by-step systematic approach to school improvement. First, the data team professional development intervention is described and an example of a data team in action is provided. Next, the authors closely examine the role of the school leader in supporting the use of data in data teams. Several leadership behaviors that are important to support data teams are described: developing a vision, norms, and goals for data use; providing individualized support; providing intellectual stimulation; creating a climate for data use; and, networking to connect different parts of the organization. Concrete examples are provided with regard to how these behaviors are demonstrated in data teams. The chapter ends with a checklist and reflection tool, which school leaders can use to reflect on their own leadership behaviors with regard to supporting data use in data teams.

scholarly journals The Nature of Teacher Learning in Collaborative Data Teams

2016 ◽  
Author(s):  
Robert Michaud
Keyword(s):  
Teacher Learning ◽  
Conceptual Models ◽  
Empirical Studies ◽  
Data Use ◽  
Educational Leaders ◽  
Learning Opportunities ◽  
Data Teams ◽  
Key Factors ◽  
Data Team ◽  
Effective Data Use

As data teams have grown in popularity in recent years, they have been increasingly looked to by educational researchers because of the tantalizing prospect of combining teachers’ on the job professional development with increased and effective data use to drive instruction. Data teams have been increasingly implemented within schools by educational leaders attempting to take advantage of what teachers learn from each other in the context of a data team. Many conceptual models of data team function have been proposed, but few empirical studies have examined how teachers learn from collaborating with each other in a data team. This paper explores the nature of teachers’ learning in data teams, uncovering key factors that impact the learning opportunities created by collaborating around student data.

Factors Influencing the Functioning of Data Teams

2015 ◽  
Vol 117 (4) ◽  
pp. 1-42 ◽  
Author(s):  
Kim Schildkamp ◽  
Cindy Poortman
Keyword(s):  
Professional Development ◽  
Decision Making ◽  
Data Use ◽  
Quality Data ◽  
Data Teams ◽  
Use Of Data ◽  
Data Team ◽  
Factors Influencing ◽  
Team Characteristics ◽  
Data Based Decision Making

Background Data-based decision making can lead to increased student achievement; however, schools struggle with the implementation of data-based decision making. Professional development in the use of data is therefore urgently needed. However, professional development is often ineffective in terms of improving the knowledge, skills, and attitude of the receiver. Purpose We need a more fundamental understanding of how we can increase the effectiveness of data-use-related professional development. This study therefore focuses on the factors influencing a professional development intervention for data-based decision making: the data team procedure. Data teams are teams of teachers and school leaders who collaboratively learn how to use data, following a structured approach and guided by a facilitator from the university. Based on an extensive literature review, we developed a data use framework in which the use of data is influenced by data characteristics, school organization characteristics, and user and team characteristics. Research Design We conducted case studies. Data Collection We focused on observing in depth the factors that influence the work of the data teams and interviewing the data team members about these factors. Four data teams of six schools for upper secondary education were followed over a period of 2 years. We observed and analyzed 34 meetings and analyzed 23 interviews, combined with our field notes. Although this pilot study only permits analytical generalization of the findings, the findings provide more in-depth insight into the factors that enable and hinder interventions, focusing on supporting collaborative data use in schools. Findings The results show that several data characteristics (access and availability of high-quality data), school organizational characteristics (a shared goal, leadership, training and support, involvement of relevant stakeholders), and individual and team characteristics (data literacy, pedagogical content knowledge [PCK], organizational knowledge, attitude, and collaboration) influence the use of data in data teams. The results also show that these influencing factors are interrelated. Conclusions Schools need support in all aspects of the use of data (from formulation of a problem definition to taking action based on the data). This study can form a starting point for larger studies into the factors influencing these types of professional development interventions to ensure effective implementation and sustainability.

scholarly journals Opening the black box: knowledge creation in data teams

2016 ◽  
Vol 1 (1) ◽  
pp. 41-68 ◽  
Author(s):  
Mireille D. Hubers ◽  
Cindy L. Poortman ◽  
Kim Schildkamp ◽  
Jules M. Pieters ◽  
Adam Handelzalts
Keyword(s):  
Knowledge Creation ◽  
Added Value ◽  
Data Teams ◽  
Content Type ◽  
Team Members ◽  
Creation Process ◽  
Team Meetings ◽  
Seci Model ◽  
Data Team ◽  
Personal Engagement

Purpose – In this study, Nonaka and Takeuchi’s socialization, externalization, combination and internalization (SECI) model of knowledge creation is used to gain insight into the process of knowledge creation in data teams. These teams are composed of school leaders and teachers, who work together to improve the quality of education. They collaboratively create knowledge related to data use and to an educational problem they are studying. The paper aims to discuss these issues. Design/methodology/approach – A qualitative micro-process case study was conducted for two data teams. The modes, transitions and content of the knowledge creation process were analyzed for all data team meetings over a two-year period. In addition, all team members were interviewed twice to triangulate the findings. Findings – Results show that the knowledge creation process was cyclical across meetings, but more iterative within meetings. Furthermore, engagement in the socialization and internalization mode provided added value in this process. Finally, the SECI model clearly differentiated between team members’ processes. Team members who engaged more often in the socialization and internalization modes and displayed more personal engagement in those modes gained greater and deeper knowledge. Research limitations/implications – The SECI model is valuable for understanding how teams gain new knowledge and why they differ in those gains. Practical implications – Stimulation of active personal engagement in the socialization and internalization mode is needed. Originality/value – This is one of the first attempts to concretely observe the process of knowledge creation. It provides essential insights into what educators do in professional development contexts, and how support can best be provided.

scholarly journals Effectively Engaging with Indigenous Communities through Multi-Methods Qualitative Data Collection and an Engaged Communications Plan

2017 ◽  
Vol 2 (1) ◽  
pp. 39-56
Author(s):  
Lee Alan Swanson ◽  
Joelena Leader ◽  
Dazawray Landrie-Parker
Keyword(s):  
Data Collection ◽  
Capacity Building ◽  
Research Team ◽  
Qualitative Data ◽  
Indigenous Communities ◽  
Community Members ◽  
Research Project ◽  
Team Members ◽  
Economic Capacity ◽  
Qualitative Data Collection

  A research project on social and economic capacity building through Aboriginal entrepreneurship employed a highly engaged approach with communities in northern Saskatchewan, Canada. The involved communities were viewed as research partners, and the research team applied a comprehensive communications plan to provide community members with relevant and timely information about the project and summaries of its outcomes as those results emerged. The study was designed to empower those who traditionally had been viewed as participants on whom research could be conducted, and ensure that the research was instead conducted with and for them. This research project encouraged youth and adults to express their perspectives in new and engaging ways that gave them the opportunity to more meaningfully have their voices heard. One important outcome from engaging more with communities was that research team members felt more engaged with their own project.

scholarly journals Capacity Building for a New Multicenter Network Within the ECHO IDeA States Pediatric Clinical Trials Network

2021 ◽  
Vol 9 ◽  
Author(s):  
Robert D. Annett ◽  
Scott Bickel ◽  
John C. Carlson ◽  
Kelly Cowan ◽  
Sara Cox ◽  
...  
Keyword(s):  
Clinical Trials ◽  
Capacity Building ◽  
Research Capacity ◽  
Lessons Learned ◽  
Site Assessment ◽  
Team Members ◽  
Clinical Trial Research ◽  
Research Concept ◽  
A Site ◽  
Training Modules

Introduction: Research capacity building is a critical component of professional development for pediatrician scientists, yet this process has been elusive in the literature. The ECHO IDeA States Pediatric Clinical Trials Network (ISPCTN) seeks to implement pediatric trials across medically underserved and rural populations. A key component of achieving this objective is building pediatric research capacity, including enhancement of infrastructure and faculty development. This article presents findings from a site assessment inventory completed during the initial year of the ISPCTN.Methods: An assessment inventory was developed for surveying ISPCTN sites. The inventory captured site-level activities designed to increase clinical trial research capacity for pediatrician scientists and team members. The inventory findings were utilized by the ISPCTN Data Coordinating and Operations Center to construct training modules covering 3 broad domains: Faculty/coordinator development; Infrastructure; Trials/Research concept development.Results: Key lessons learned reveal substantial participation in the training modules, the importance of an inventory to guide the development of trainings, and recognizing local barriers to clinical trials research.Conclusions: Research networks that seek to implement successfully completed trials need to build capacity across and within the sites engaged. Our findings indicate that building research capacity is a multi-faceted endeavor, but likely necessary for sustainability of a unique network addressing high impact pediatric health problems. The ISPCTN emphasis on building and enhancing site capacity, including pediatrician scientists and team members, is critical to successful trial implementation/completion and the production of findings that enhance the lives of children and families.

scholarly journals Toward Age-Friendly High Education: An Intergenerational Participatory Co-Design Approach

2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. 525-525
Author(s):  
W Q Lou Vivian ◽  
Esther Woo ◽  
Nicol Pan ◽  
Peter J Cobb ◽  
Xiao Hu ◽  
...  
Keyword(s):  
High Education ◽  
Capacity Building ◽  
Learning Community ◽  
Role Models ◽  
Digital Data ◽  
Learning Context ◽  
Learning Groups ◽  
Team Members ◽  
Continuous Innovation ◽  
Human Lifespan

Abstract Objective When aging becomes a global challenging, we believe it is timely important to equip aging knowledge among university students regardless of their disciplinary study subjects. This study aims to describe principles and process of development an aging-related curriculum in high education entitled “Intergenerational Participatory Co-design Project (IPCP)” and evaluate its impacts. Methodology: Guided by a key principle of involving participants of any learning context as co-creators of both the learning process and learning outcomes, IPCP went through four stages of development including capacity building, co-creation on learning objectives, deliberated content learning, and learning outcome dissemination. Mixed methodology including qualitative in-depth interview and quantitative questionnaire were applied in evaluation. A total of 26 participants, from three generations recruited from one university, one secondary school, and a pool of senior champions under a geron-infusion initiative participated. Findings: after attaining capacity building workshops applying Optimal Quality Intergeneration Interaction Framework, three learning groups formulated. A common theme “preserving cultural heritage” emerged, while each group has identified a specified focus (e.g., food, Tai Ji, and historic sites guide). Quotes collected and survey data revealed positive impacts in reducing stereotype and enhancing learning experiences. Conclusion IPCP demonstrated good practices in role models in multi-disciplinary collaboration in pedagogy innovation. It also paved solid way towards a learning community interwoven with continuous innovation: IPCP becomes a pioneer contributor of library’s digital data hub solution; common core office starts to develop a human lifespan cluster; two research team members started new collaboration on geron-infusion in Faculty of Education.

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