Background: This study examines the engagement of knowledge users in knowledge mobilisation (KMb) research on Canadian K-12 teaching and education policy. Research on and around KMb has grown in the decade since this field was first assessed comprehensively. Thus, it is timely to re-evaluate if current knowledge producer-user relationships in KMb…

Decision-making is key for teaching, with informed decisions promoting students and teachers most effectively. In this study, we explored data-driven decision-making processes of K-12 teachers (N = 302) at times of emergency remote teaching, as experienced during the COVID-19 pandemic outbreak in Israel. Using both quantitative and qualitative…

This article examines digital data use within three Australian secondary schools, drawing on in-depth interviews with 50 school staff to explore tensions between: (i) established logics of "data-driven" schooling; and (ii) emerging "datafied" practices associated with digital systems, platforms and devices. Using sociological…

Evidence based decision making is essential for enabling improved student learning. Teacher motivations and beliefs about the types and use of data are critical determinants of decision making. Our research explored the types of data teachers use and consider valuable when measuring improvement in student learning. Findings from 294 teachers from…

The purpose of this explorative study was to examine the use and understanding of key components of data-based decision making by educators in two countries--Germany and the United States. Educators responded to a survey that asked about data use and characteristics related to data-based decision making (DBDM). Results suggest educators in both…

Data usage-related reforms lead schools to different practices in terms of management. The conceptualization of data usage and data-based management will ensure that robust steps are taken for the future in terms of reforms made or to be made in the name of education. In this direction, this study is developed as a qualitative case study to…

Educational data use practices have a positive impact on evidence-driven school development. Although schools have an abundance of data available to make evidence-driven decisions, it might not be used to its full potential. This paper aimed to explore Estonian teachers' perceptions of data use that support evidence-driven school development. In…

There is a large body of research exploring the difficulties young people experience on the transition to secondary education. However, there has been little comparative research yielding insights into how these experiences vary by institutional context. This article explores differences in school transition difficulties among young people in…

This article characterizes and reflects on the possible uses of early warning systems (hereafter, EWS) in the region as effective tools to support educational pathways, whenever they identify risks of dropout, difficulties for the achievement of substantive learning, and the possibility of organizing specific actions. This article was developed in…

Recent negotiations of 'data' in schools place focus on student assessment and NAPLAN. However, with the rise in artificial intelligence (AI) underpinning educational technology, there is a need to shift focus towards the value of teachers' digital data. By doing so, the broader debate surrounding the implications of these technologies and rights…

Although the number of countries conducting large-scale assessments has significantly increased over the past two decades, this has not necessarily led to the effective use of learning assessment data in policymaking and planning. To better understand the reasons for this, the UNESCO International Institute for Educational Planning (IIEP)…

This paper explores the student achievement-related decision-making processes of eight school principals in Ontario, Canada. First, we describe Ontario's public education system with respect to neo-liberalism and student achievement. Next, we review general approaches to reducing the achievement gap as it pertains to matters of race. We then show…

Large-scale learning assessments can be used to generate performance and contextual data on student learning outcomes. They can be national, regional, or international; school based or household based. The UNESCO International Institute for Educational Planning (IIEP-UNESCO) has conducted a qualitative study to explore both how and why learning…

In recent decades, there has been a growing body of research that highlights local education authorities (LEA) as potential contributors to support school capacity building and result development. Despite this, there are few empirical studies that have explored what effects different strategies and policy actions from the LEAs actual have over…

Statistical investigations, a thread within the statistics strand of the mathematics and statistics learning area (Ministry of Education, 2007), are underpinned by the statistical enquiry cycle. As teachers introduce their students to the statistical enquiry cycle, they are supporting their students to become data detectives, posing and answering…