The Practice of Data Use: An Introduction
The Practice of Data Use: An Introduction
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数据使用实践：简介
DOI：
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发表时间：
2011
影响因子：
2.5
通讯作者：
Erica O. Turner
中科院分区：
文献类型：
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作者：
C. Coburn;Erica O. Turner
数据使用，或在决策过程中利用信息并与信息交互，已成为旨在促进公立学校和大学改进的关键策略。一系列联邦和州政策都在推动这一政策，最引人注目的是“不让一个孩子掉队”（Honig 和 Coburn 2008 年），以及最近的《美国再投资和复苏法案》（美国教育部 2009 年）和全州纵向数据系统拨款计划（参见 http://nces.ed.gov/program/slds/index.asp）。有许多基金会资助的举措来鼓励这一点，包括斯图普斯基基金会和盖茨基金会的国家工作，它们最近承诺提供超过 1200 万美元来支持对数据系统及其实施的投资。在高等教育中，越来越多地需要使用数据作为认证过程的一部分（高等教育认证委员会，2006 年；Ewell，2008 年；西部学校和学院协会，2009 年）。全国各地的学区都在投资数据系统，以增强对数据的访问。他们还着手开展培训，鼓励教师、校长和学区领导将对数据的关注融入到他们正在进行的实践中（Datnow 等人，2007 年；Kerr 等人，2006 年；Marsh 等人，2006 年）。促进数据使用的人士以及许多从业者都非常乐观。然而，尽管所有政策和改革活动都集中在教育数据使用上，但数据使用的实证研究仍然薄弱。特别是，我们对个人在工作场所环境中与数据交互时会发生什么的研究仍然少之又少。在本期特刊中，我们发表了一系列文章，重点揭示和调查数据使用实践：当学校、学区和高等教育机构的人们与数据交互时实际发生了什么？
Data use, or drawing on and interacting with information in the course of decision making, has emerged as a key strategy intended to foster improvement in public schools and universities alike. A range of federal and state policies promotes it, most notably No Child Left Behind (Honig and Coburn 2008) and, more recently, the America Reinvestment and Recovery Act (US Department of Education 2009) and the Statewide Longitudinal Data System Grant Program (see http://nces.ed.gov/program/slds/index.asp). There are many foundation-funded initiatives to encourage it, including the national work of the Stupski Foundation and the Gates Foundation, which recently pledged over 12 million dollars to support investment in data systems and their implementation. In higher education, data use is increasingly required as part of accreditation processes (Council for Higher Education Accreditation 2006; Ewell 2008; Western Association for Schools and Colleges 2009). School districts across the country are investing in data systems to create enhanced access to data. They are also embarking on training to encourage teachers, principals, and district leaders to integrate attention to data in their ongoing practice (Datnow et al. 2007; Kerr et al. 2006; Marsh et al. 2006). There is a great deal of optimism on the part of those who promote data use, as well as on the part of many practitioners. Yet, in spite of all of the policy and reform activity focused on data use in education, empirical research on data use continues to be weak. In particular, we still have shockingly little research on what happens when individuals interact with data in their workplace settings. In this special issue, we present a series of articles that focus on uncovering and investigating the practice of data use: what actually happens when people in schools, school districts, and higher education interact with data in the