Approaches to effective data use: Does one size fit all?

Data-based Decision Making in Education: Challenges and Opportunities

Volumn , Issue , 2013, Pages 91-112

  Archer, Elizabeth ^a   Scherman, Vanessa ^b   Howie, Sarah ^b  

^a UNIVERSITY OF SOUTH AFRICA   (South Africa)

^b UNIVERSITY OF PRETORIA   (South Africa)

Author keywords

Clarification; Income; Marketing

Indexed keywords

EID: 84974648346     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.1007/978-94-007-4816-3_6     Document Type: Chapter

References (41)

1. Archer, E. (2010). Bridging the gap: Optimising a feedback system for monitoring learner performance. Pretoria: University of Pretoria.
2. Black, P., & Wiliam, D. (1998a). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7-75.
3. Black, P., & Wiliam, D. (1998b). Inside the black box: Raising standards through classroom assessment. Retrieved June 7, 2004, from http://www.pdkintl.org/kappan/kbla9810.htm.
4. Campbell, C., & Levin, B. (2009). Using data to support educational improvement. Educational Assessment, Evaluation and Accountability, 21(1), 47-65.
5. Cradler, J. (2008). Data-driven decision making and the electronic learning assessment resources (ELAR). Retrieved May 12, 2010 from http://www.clrn.org/elar/dddm.cfm.
6. DeVilliers, M. R. (2005). Three approaches as pillars for interpretive information systems research: Development research, action research and grounded theory. Research for a changing world: Proceedings of South African Institute for Computer Scientists and Information Technologists 2005 conference (pp. 111-120). White River: SAICSIT.
7. Department of Education. (2002). Revised National Curriculum Statement Grades R-9 (schools). Retrieved October 25, 2006, from http://www.polity.org.za/pdf/Curriculum.pdf
8. Department of Education. (2006a). Grade 3 Foundation Phase National systemic evaluation report. Pretoria: Government Printer.
9. Department of Education. (2006b). Grade 6 Intermediate Phase Systemic Evaluation Report. Pretoria: Government Printer.
10. Department of Education. (2006c). The national policy framework for teacher education and development in South Africa: More teachers; better teachers. Pretoria: Department of Education.
11. Earl, L. M., & Katz, S. (2006). Leading schools in a data-rich world. London: Sage.
12. Education Labour Relations Council. (2003). Training manual on the Integrated Quality Management System. Retrieved April 16, 2007, from www.elrc.co.za/UploadedDocuments/IQMS%20Training%20Manual.doc.
13. Gawe, N., & Heyns, R. (2004). Quality assurance. In J. G. Maree &W. J. Fraser (Eds.), Outcomesbased assessment (pp. 159-184). Sandown: Heinemann.
14. Halverson, R. (2010). School formative feedback systems. Peabody Journal of Education. 85, 130-146.
15. Harris, A., Chapman, C., Muijs, D., Russ, J., & Stoll, L. (2006). Improving schools in challenging circumstance: Exploring the possible. School Effectiveness and School Improvement, 17(4), 399-407.
16. Hattie, J., &Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112.
17. Hibberd, B. J., & Evatt, A. (2004). Mapping information flows: A practical guide. The Information Management Journal. 1, 58-64.
18. Howie, S. J., Venter, E., Van Staden, S., Zimmerman, L., Long, C., Scherman, V., et al. (2008). Progress in International Reading Literacy Study (PIRLS) 2006 summary report: South African children’s reading literacy achievement. Pretoria: University of Pretoria.
19. Howie, S. J. (2008). Measuring the health of the education system: Lessons from international studies for South Africa. Keynote address, presented at Association for the Study of Evaluation and Assessment national conference, Pretoria, July 2008.
20. Howie, S. J. (2010). ICT-supported pedagogical policies and practices in South Africa and Chile: Emerging economies and realities. Journal for Computer Assisted Learning, 26(6), 507-522.
21. Kamel, N., Narasipuram, M. M., & Toraskar, K. (1997). An approach to value-based modelling of information flows. The Information Society. 13, 93-105.
22. Kluger, A. N., & Denisi, A. (1996). The effects of feedback interventions on performance: a historical review, a meta-analysis, and a preliminary feedback intervention theory. Psychological Bulletin. 119, 254-284.
23. Krovi, R., Chandra, A., & Rajagopalan, B. (2003). Information flow parameters for managing organisational processes. Communications of the ACM, 46(2), 77-82
24. Mano, M. M., &Kime, C. R. (2004). Logic and computer design fundamentals (3rd ed). Englewood Cliffs: Prentice Hall.
25. Martin, M. O., Mullis, V. X., Gonzalez, E. J.,&Chrostowski, S. J. (2004). TIMSS 2003 International science report. Boston: TIMSS & PIRLS International Study Centre.
26. Naker, D. (2007). What is a good school? Imagining beyond the limits of today to create a better tomorrow. Kampala: Raising Voices.
27. Nieveen, N. (1997). Computer support for curriculum developers: A study of the potential of computer support in the domain of formative curriculum evaluation. Enschede: PrintPartners Ipskamp.
28. Plomp, T. (2009). Educational design research: An introduction. In T. Plomp, & N. Nieveen (Eds.), An introduction to educational design research: Proceedings of the seminar conducted at the East China Normal University, Shanghai (PR China), November 23-26, 2007 (pp. 9-37). Enschede: SLO.
29. Richey, R. T., Klein, J. D., & Nelson, W. A. (1996). Developmental research. In D. H. Jonassen (Ed.), Handbook of research for educational communications and technology (pp. 1213-1245). NewYork: Macmillan.
30. Salpeter, J. (2004). Data: Mining with a mission. Technology, March, 30-36.
31. Saunders, L. (1999). Who or what is ‘self’-evaluation for? School Effectiveness and School Improvement, 10(4), 414-429.
32. Schildkamp, K., & Kuiper, W. (2010). Data-informed curriculum reform: which data, what purposes, and promoting and hindering factors. Teaching and Teacher Education. 26, 482-496.
33. Shute, V. J. (2008). Focus on formative feedback. Review of Educational Research, 78(1), 153-189.
34. The Urban Institute. (2004). Analysing outcome information: Getting the most of data. Retrieved November 5, 2009 from http://www.urban.org/UploadedPDF/310973_Outcome-Information.pdf.
35. Thijs, A. (1999). Supporting science curriculum reform in Botswana: The potential of peer coaching. Enschede: PrintPartners Ipskamp.
36. Tymms, P., & Coe, R. (2003). Celebration of the success of distributed research with schools: The CEM Centre, Durham. British Educational Research Journal. 29, 639-653.
37. United Nations Children’s Fund. (UNICEF). (2000). Defining quality in education. New York: United Nations Children’s Fund.
38. Van den Akker, J. (1999). Principles and methods of development research. In J. J. Van den Akker, R. Branch, K. Gustafson, N. M. Nieveen & T. Plomp (Eds.), Design approaches and tools in education and training. Dordrecht: Kluwer Academic.
39. Van den Berg, S., &Burger, R. (2002, October 22-24). Education and socio-economic differentials: A study of school performance in the Western Cape. Paper presented at the 2002 DPRU/FES conference, Johannesburg, South Africa Retrieved June 9, 2010, from www.commerce.uct. ac.za/Research_Units/DPRU/Conf2003PDF/Conf2002pdf/VdBergBurger.pdf.
40. Van Petegem, P., & Vanhoof, J. (2005). Feedback of performance indicators: A tool for school improvement? Flemish case studies as a starting point for constructing a model for school feedback. Revista Eletronca Iberoamericana sobre Calidad, Eficaciay Cambio en Educación, 3(1), 222-234, Retrieved January 30, 2007, from http://www.ice.deusto.es/rinace/reice/vol3n1_e/VanPetegemVanhoof.pdf.
41. World Bank. (2008). World development indicators. Washington: Word Bank.