Data-Based Instruction (DBI) has a strong empirical base for supporting the intensive academic needs of students who do not respond to standard treatment protocols. However, teachers use DBI infrequently in practice. In a previous study (Poch et al., 2020), teachers reported supports such as coaching facilitated DBI implementation, whereas access…

While research on Learning Analytics (LA) is plentiful, it often prioritises perspectives on LA systems over the practical ways instructors use data to analyse and refine the learning process per se. The present study addresses this inadequacy by investigating how student data is employed by educators in UK Higher Education Institutions (HEIs) and…

Structured classroom observation protocols provide instructors with data about their teaching practices, but instructors may not meaningfully engage with those data without guidance. To facilitate instructor reflection, educational developers from the Centers for Teaching and Learning (CTLs) and educational researchers from STEM departments across…

In current contexts of education, educators are tasked with using data, most often without any critical preparation to do so. In this way, data are presented as objective measures of student progress and participation in school without consideration of the systemic and structural influences on that progress and participation. This article reports…

This study focuses on the impacts of programs designed to develop and support teacher leaders to improve instruction in their schools. Using surveys of teachers in 45 schools in four districts and interview data, we found that the frequency of teachers' work with a teacher leader on professional growth, instructional planning, and…

As the debate on data in the society and in education grows the attention on data-trace as 'primary material' for governance, educational quality and innovation falls under the spotlights. In this context, HEIs have been put under pressure to adopt quantitative metrics and evaluation approaches enhancing the massive collection of trace data.…

Background/Purpose: This study examines the use of the Interactive Growth Guide, a structured coaching tool, within a year-long high-intensity induction program for beginning teachers. Specifically, the study investigates how the Interactive Growth Guide was integrated into the mentoring relationship between a beginning teacher and her coach and…

In the United States, the Next Generation Science Standards advocate for the integration of computational thinking (CT) as a science and engineering practice. Additionally, there is agreement among some educational researchers that increasing opportunities for engaging in computational thinking can lend authenticity to classroom activities. This…

Purpose: An evidence-based approach to improving instructional practices and student outcomes in data use. It is a systematic process of evaluating and analysing learning problems, collecting and transforming various types of data into instructional decisions, and implementing informed actions to improve instruction and student learning. Since…

In an effort to increase completion rates, the University of Houston (UH) has implemented customized strategies to improve course performance. Course grades impact GPA, and the literature consistently shows a strong positive relationship between GPA and the likelihood of persistence and degree completion. In 2021, UH launched an initiative to…

Higher education instructors constantly rely on educational data to assess and evaluate the behavior of their students and to make informed decisions such as which content to focus on and how to best engage the students with it. Massive open online course (MOOC) platforms may assist in the data-driven instructional process, as they enable access…

This research aims to develop ECARsites, an online site designed to support data-related activities in science learning and to facilitate the implementation of data, computational thinking (CT), and self-directed learning (SRL) practices in a more contextualized and relevant way for students. The approach used design-based research (DBR) methods,…

This article analyses the smartphone application TeacherTapp that is used to collect and disseminate information on teachers' views on education and their classroom practices. The research takes as its object of analysis the use of TeacherTapp in England and Flanders. We analyze what TeacherTapp is, how it relates to a given localized community in…

The purpose of this mixed-methods study is to examine the outcomes of assessment training for elementary teachers. Only 56% of the surveyed teachers (n = 283) had assessment training in their university courses, compared to 84% that received in-service training. The quantitative results indicate that frequency of assessment training is positively…

In a multiyear, multisite, randomized control trial, we examined the effects of comprehensive professional development designed to support teachers' data-based instruction (DBI) for students with intensive early writing needs. Teachers (N = 154; primarily special educators or intervention specialists) were assigned randomly to a treatment group (n…