出版社：Australian Institutes for Educational Research
摘要：Education systems worldwide have encouraged data use initiatives with the aim of improving student learning through data-driven decision making (DDDM). Despite this, the adoption of DDDM practices by Australian teachers has been slow. Investigating current organisational activities at a micro level is imperative for any change initiative to gain momentum and adoption. To examine the underlying factors contributing to the minimal change in teachers' data practices, the study examines primary teachers' perspectives on issues relating to their ability to collect and analyse student assessment data. The study also adopts an inter-disciplinary lens through the use of a business process change management framework. Drawing on data from twenty-three semi-structured interviews with experienced teachers, sixteen salient factors are identified as affecting teachers' use of student assessment data to guide instruction. This paper argues that addressing these factors is the precursor to incorporating lasting changes in teachers' data practices.
