Elisha Omoso, Kim Schildkamp and Jules Pieters
The purpose of this paper is to explore the data available and their use by Kenyan secondary school teachers and head teachers.
Abstract
Purpose
The purpose of this paper is to explore the data available and their use by Kenyan secondary school teachers and head teachers.
Design/methodology/approach
Using a qualitative case study design, this study utilised interviews and documentary evidence to explore the data available and their use within Kenyan schools.
Findings
The data available in Kenyan schools were similar except for context data which had slight variations between schools. Head teachers mainly used school-level data to monitor school functioning, plan and develop school-level policies which mainly focused on school and curriculum improvement but little on teacher improvement. Teacher improvement attempts were mostly via benchmarking. The results also show that Kenyan head teachers hide inspection reports from teachers and that some head teachers used data creatively than others. For example, one head teacher used data to start a feeding programme to support economically disadvantaged students. Teachers, however, mostly used classroom-level data to plan lessons and monitor students’ progress.
Research limitations/implications
The study results may be used for data use comparative studies between developing and developed countries.
Practical implications
Based on the findings, data use training is needed to help Kenyan schools use data to improve teachers and teaching.
Originality/value
Accountability and data use are at the centre of many school improvement efforts the world over. The last two decades, for example, show pressure on schools to account for the resources invested and for the education they provide to children mainly in the form of data. Regrettably, studies pay little attention to data use in schools within developing countries such as Kenya.
Kim Schildkamp, Anders Ruud Fosnæs, Yngve Lindvig and Jarl Inge Wærness
Specific forms of data use in schools, particularly those that involve students in interpreting and utilizing the data about themselves, are gaining recognition. This exploratory…
Abstract
Purpose
Specific forms of data use in schools, particularly those that involve students in interpreting and utilizing the data about themselves, are gaining recognition. This exploratory qualitative study focused on students’ involvement in the use of data coming from a national survey.
Design/methodology/approach
In three best-practice schools, six focus groups were conducted with educators and students (N = 16) to find out how students were involved in the use of data, and what the perceived benefits were.
Findings
The results indicated that student participation ranged from involving students from specific groups (e.g. the student council) to taking a whole-classroom approach. The results also pointed to two missed opportunities: (1) students were not involved in goal setting, which may influence ownership and (2) students were mostly not involved in analyzing the data, thereby foregoing the chance to develop data literacy in students. Finally, the results confirm the importance of the dialogic use of data together with students to increase student participation, motivation, well-being and achievement.
Originality/value
Although data use in schools has been studied extensively, including students as a participant in this process has received little attention so far. This study sheds new light on how to include students in the use of data, and its possible benefits.
Details
Keywords
Anna P.M. Tappel, Cindy Louise Poortman, Kim Schildkamp and Adrie J. Visscher
Schools struggle with sustaining their educational innovations (Cohen and Mehta, 2017; Askell-Williams and Koh, 2020) and may benefit from concrete and practical guidance…
Abstract
Purpose
Schools struggle with sustaining their educational innovations (Cohen and Mehta, 2017; Askell-Williams and Koh, 2020) and may benefit from concrete and practical guidance (Askell-Williams and Koh, 2020). A dialogue between staff within schools can be a way to promote self-evaluation regarding the innovation. Therefore, a self-evaluation tool for educators was developed: The Sustainability Meter (TSM). The purpose of the tool is to gain insight into the different perspectives and experiences of stakeholders within the school organization regarding the innovation, as a basis for improvement-directed actions to promote sustainable educational innovation.
Design/methodology/approach
In this small-scale study, the authors explored conceptual and instrumental use of the Sustainability Meter in two phases, and also examined user satisfaction. In phase 1, the tool was used under the guidance of the researcher (first author), who supported the chairs in taking steps before the group dialogue took place, and who then guided the dialogue itself as a moderator. In phase 2, work with TSM was organized independently by the schools themselves, supported by the manual. Data were collected in the form of observations of the dialogue, group interviews and documents generated by the participants.
Findings
In terms of conceptual use, in general, participants gained better understanding of each other's perspectives and backgrounds with regard to the (sustainability of the) innovation. The dialogue also led to insights into challenges for growth toward sustainable innovation. For instrumental use, the results of the analysis were incorporated in a plan of action in the majority of the participants' schools. In terms of user satisfaction, participants in all groups perceived TSM as an enjoyable support for high-quality dialogue. This research provides some indications that the tool might lead to sustainable educational innovations.
Originality/value
Next to developing an action plan based on the results of the school, the tool also appeared to help breaking up the process in smaller, clearer and more feasible improvement-directed actions. The results of this study further show that the authors could distinguish between three types of instrumental use. The improvement-directed actions in this research often were a combination of this three types: initial solutions, short-term and longer-term measures. This research provides some indications that the tool might lead to sustainable educational innovations.
Details
Keywords
Kim Schildkamp, Iwan Wopereis, Marian Kat-De Jong, Annette Peet and IJsbrand Hoetjes
Innovative use of information and communications technology (ICT) requires (new) knowledge and skills for the group that has the biggest impact on the quality of education…
Abstract
Purpose
Innovative use of information and communications technology (ICT) requires (new) knowledge and skills for the group that has the biggest impact on the quality of education: instructors. Facilitating professional development (PD) of instructors is crucial for the quality of one’s education system(s), perhaps even more so in times of a pandemic.
Design/methodology/approach
Based on the authors’ analysis of reviews published in the last decade, this paper summarizes the key building blocks of effective PD on the innovative use of ICT during a pandemic. The authors used these building blocks to reflect on two national PD initiatives developed to support institutions of higher education in instructional use of ICT while dealing with the consequences of the COVID-19 pandemic.
Findings
Both PD initiatives include the same building blocks: (1) content-related building blocks focused on technological knowledge, (2) active learning and expert-supported PD (didactics-related building blocks) and (3) contextual building blocks consisting of clearly defined goals focused on the instructor's own practice, use of technology, sustained duration (e.g. taking place over a longer period of time) and evidence-informed PD. One contextual building block that was not evident in the reviews but emerged as a vital building block is “responsiveness” to the situation and needs of the participants.
Originality/value
High-quality PD is crucial if one wants to safeguard the quality of (online) instruction and learning to ensure high-quality education for all students. This paper can contribute to enhancing the quality of much-needed PD on online teaching (during, but also after COVID-19).
Details
Keywords
Mireille D. Hubers, Cindy L. Poortman, Kim Schildkamp, Jules M. Pieters and Adam Handelzalts
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…
Abstract
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.