Title: Editorial
Source document: Studia paedagogica. 2021, vol. 26, iss. 4, pp. [5]-8
Extent
[5]-8
-
ISSN1803-7437 (print)2336-4521 (online)
Stable URL (handle): https://hdl.handle.net/11222.digilib/144765
Type: Editorial; Editorial note
Language
License: Not specified license
Notice: These citations are automatically created and might not follow citation rules properly.
References
[1] Brookhart, S. M. (2001). Successful students' formative and summative uses of assessment information. Assessment in Education: Principles, Policy & Practice, 8(2), 153–169. https://doi.org/10.1080/09695940123775 | DOI 10.1080/09695940123775
[2] Brookhart, S. M. (2011). Educational assessment knowledge and skills for teachers. Educational Measurement: Issues and Practice, 30(1), 3–12. https://doi.org/10.1111/j.1745-3992.2010.00195.x | DOI 10.1111/j.1745-3992.2010.00195.x
[3] Brown, C. (2017). Further exploring the rationality of evidence informed practice: A semiotic analysis of the perspectives of a school federation. International Journal of Educational Research, 82(1), 28–39. https://doi.org/10.1016/j.ijer.2017.01.001 | DOI 10.1016/j.ijer.2017.01.001
[4] Earl, L. M. (2012). Assessment as learning: Using classroom assessment to maximize student learning. Corwin Press.
[5] Earl, L. M., & Katz, S. (Eds.). (2006). Leading schools in a data-rich world: Harnessing data for school improvement. Corwin Press.
[6] Ehren, M. C., & Swanborn, M. S. (2012). Strategic data use of schools in accountability systems. School effectiveness and school improvement, 23(2), 257–280. https://doi.org/10.1080/09243453.2011.652127 | DOI 10.1080/09243453.2011.652127
[7] Elbaz, F. (1993). Responsive teaching: a response from a teacher's perspective. Journal of Curriculum Studies, 25(2), 189–199. https://doi.org/10.1080/0022027930250208 | DOI 10.1080/0022027930250208
[8] Fullan, M. (2011). The six secrets of change: What the best leaders do to help their organizations survive and thrive. John Wiley & Sons.
[9] Harteis, C., Koch, T., & Morgenthaler, B. (2008). How intuition contributes to high performance: An educational perspective. US-China Education Review, 5(1), 68–80.
[10] Hogarth, R. M. (2014). Deciding analytically or trusting your intuition? The advantages and disadvantages of analytic and intuitive thought. Psychology Press.
[11] Hubbard, L., Datnow, A., & Pruyn, L. (2014). Multiple initiatives, multiple challenges: The promise and pitfalls of implementing data. Studies in Educational Evaluation, 42, 54–62. https://doi.org/10.1016/j.stueduc.2013.10.003 | DOI 10.1016/j.stueduc.2013.10.003
[12] Klein, G. (2008). Naturalistic decision making. Human Factors, 50(3), 456–460. https://doi.org/10.1518%2F001872008X288385 | DOI 10.1518/001872008X288385
[13] Mandinach, E. B., Honey, M., Light, D., & Brunner, C. (2008). A conceptual framework for data-driven decision making. Data-driven school improvement: Linking data and learning. In E. B. Mandinach & M. Honey (Eds.), Data-driven school improvement. Linking data and learning (pp. 13–31). Teachers College Press.
[14] Schildkamp, K. (2019). Data-based decision-making for school improvement: Research insights and gaps. Educational Research, 61(3), 257–273. https://doi.org/10.1080/00131881.2019.1625716 | DOI 10.1080/00131881.2019.1625716
[15] Schildkamp, K., & Lai, M. K. (2013). Conclusions and a data use framework. In K. Schildkamp, M. K. Lai, & L. Erl. Data-based decision making in education. Challenges and opportunities (pp. 177–191). Springer.
[16] Vanlommel, K. (2018). Opening the black box of teacher judgement: The interplay of rational and intuitive processes. University of Antwerp, Faculty of Social Sciences, Department of Training and Education Sciences.
[17] Vanlommel, K. (2021). Drivers and obstacles for evidence-informed practice in an autonomous and decentralized educational system: Belgium. In The handbook of evidence-informed practice in education: Learning from international contexts. Emerald Publishing Limited.
[18] Vanlommel, K., Van Gasse, R., Vanhoof, J., & Van Petegem, P. (2017). Teachers' decisionmaking: Data based or intuition driven? International Journal of Educational Research, 83, 75–83. https://doi.org/10.1016/j.ijer.2017.02.013 | DOI 10.1016/j.ijer.2017.02.013
[19] Verloop, N., Van Driel, J., & Meijer, P. (2001). Teacher knowledge and the knowledge base of teaching. International journal of educational research, 35(5), 441–461. https://doi.org/10.1016/S0883-0355(02)00003-4 | DOI 10.1016/S0883-0355(02)00003-4
[2] Brookhart, S. M. (2011). Educational assessment knowledge and skills for teachers. Educational Measurement: Issues and Practice, 30(1), 3–12. https://doi.org/10.1111/j.1745-3992.2010.00195.x | DOI 10.1111/j.1745-3992.2010.00195.x
[3] Brown, C. (2017). Further exploring the rationality of evidence informed practice: A semiotic analysis of the perspectives of a school federation. International Journal of Educational Research, 82(1), 28–39. https://doi.org/10.1016/j.ijer.2017.01.001 | DOI 10.1016/j.ijer.2017.01.001
[4] Earl, L. M. (2012). Assessment as learning: Using classroom assessment to maximize student learning. Corwin Press.
[5] Earl, L. M., & Katz, S. (Eds.). (2006). Leading schools in a data-rich world: Harnessing data for school improvement. Corwin Press.
[6] Ehren, M. C., & Swanborn, M. S. (2012). Strategic data use of schools in accountability systems. School effectiveness and school improvement, 23(2), 257–280. https://doi.org/10.1080/09243453.2011.652127 | DOI 10.1080/09243453.2011.652127
[7] Elbaz, F. (1993). Responsive teaching: a response from a teacher's perspective. Journal of Curriculum Studies, 25(2), 189–199. https://doi.org/10.1080/0022027930250208 | DOI 10.1080/0022027930250208
[8] Fullan, M. (2011). The six secrets of change: What the best leaders do to help their organizations survive and thrive. John Wiley & Sons.
[9] Harteis, C., Koch, T., & Morgenthaler, B. (2008). How intuition contributes to high performance: An educational perspective. US-China Education Review, 5(1), 68–80.
[10] Hogarth, R. M. (2014). Deciding analytically or trusting your intuition? The advantages and disadvantages of analytic and intuitive thought. Psychology Press.
[11] Hubbard, L., Datnow, A., & Pruyn, L. (2014). Multiple initiatives, multiple challenges: The promise and pitfalls of implementing data. Studies in Educational Evaluation, 42, 54–62. https://doi.org/10.1016/j.stueduc.2013.10.003 | DOI 10.1016/j.stueduc.2013.10.003
[12] Klein, G. (2008). Naturalistic decision making. Human Factors, 50(3), 456–460. https://doi.org/10.1518%2F001872008X288385 | DOI 10.1518/001872008X288385
[13] Mandinach, E. B., Honey, M., Light, D., & Brunner, C. (2008). A conceptual framework for data-driven decision making. Data-driven school improvement: Linking data and learning. In E. B. Mandinach & M. Honey (Eds.), Data-driven school improvement. Linking data and learning (pp. 13–31). Teachers College Press.
[14] Schildkamp, K. (2019). Data-based decision-making for school improvement: Research insights and gaps. Educational Research, 61(3), 257–273. https://doi.org/10.1080/00131881.2019.1625716 | DOI 10.1080/00131881.2019.1625716
[15] Schildkamp, K., & Lai, M. K. (2013). Conclusions and a data use framework. In K. Schildkamp, M. K. Lai, & L. Erl. Data-based decision making in education. Challenges and opportunities (pp. 177–191). Springer.
[16] Vanlommel, K. (2018). Opening the black box of teacher judgement: The interplay of rational and intuitive processes. University of Antwerp, Faculty of Social Sciences, Department of Training and Education Sciences.
[17] Vanlommel, K. (2021). Drivers and obstacles for evidence-informed practice in an autonomous and decentralized educational system: Belgium. In The handbook of evidence-informed practice in education: Learning from international contexts. Emerald Publishing Limited.
[18] Vanlommel, K., Van Gasse, R., Vanhoof, J., & Van Petegem, P. (2017). Teachers' decisionmaking: Data based or intuition driven? International Journal of Educational Research, 83, 75–83. https://doi.org/10.1016/j.ijer.2017.02.013 | DOI 10.1016/j.ijer.2017.02.013
[19] Verloop, N., Van Driel, J., & Meijer, P. (2001). Teacher knowledge and the knowledge base of teaching. International journal of educational research, 35(5), 441–461. https://doi.org/10.1016/S0883-0355(02)00003-4 | DOI 10.1016/S0883-0355(02)00003-4