Research on Data Use: A Framework and Analysis
Research on Data Use: A Framework and Analysis
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DOI：
10.1080/15366367.2011.626729
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发表时间：
2011-01-01
影响因子：
1
通讯作者：
Turner, Erica O.
中科院分区：
文献类型：
--
作者：
Coburn, Cynthia E.;Turner, Erica O.
学校和学区数据使用研究的核心教训之一是，评估、学生测试和其他形式的数据的好坏取决于它们的使用方式。但什么影响它们的使用方式呢？这个相对简单的问题其实回答起来相当复杂。数据使用涉及许多流程、条件和上下文。它涉及解释过程，因为使用数据需要用户解释数据并构建后续步骤的含义。它涉及社会和组织条件，因为数据使用是在多层次组织系统的背景下展开的。而且，由于数据可以成为权力的来源，特别是在当前的问责环境中，因此数据的使用还涉及权力关系。在本文中，我们提出了一个框架，用于在数据使用干预的背景下理解数据使用现象。我们利用现有的研究和理论来确定我们应该关注的数据使用的关键维度，并提供一种方法来理解这些维度如何相互作用。在此过程中，我们为研究数据使用干预措施与各种价值结果之间的路径提供指导。
One of the central lessons from research on data use in schools and school districts is that assessments, student tests, and other forms of data are only as good as how they are used. But what influences how they are used? This relatively straightforward question turns out to be fairly complex to answer. Data use implicates a number of processes, conditions, and contexts. It involves interpretive processes, as using data requires that the user interpret the data and construct implications for next steps. It implicates social and organizational conditions, since the data use unfolds in the context of a multileveled organizational system. And, because data can be a source of power, particularly in the current accountability environment, data use also involves power relations. In this article, we put forward a framework for understanding the phenomenon of data use in the context of data use interventions. We draw on existing research and theory to identify key dimensions of data use that we should attend to and offer a way to understand how these dimensions might interact. In so doing, we provide guidance for studying the pathways between data use interventions and various outcomes of value.