Publicaties en presentaties

Wetenschappelijke publicaties

De afgelopen jaren zijn er een aantal wetenschappelijke publicaties over de datateam® methode en datagebruik in het algemeen geschreven door het projectteam. Hieronder is een overzicht hiervan te vinden.

De datateam® methode

Kippers, W. B., Poortman, C. L., Schildkamp, K., & Visscher, A. J. (2018). Data literacy: What do educators learn and struggle with during a data use intervention? Studies in Educational Evaluation, 56, 21-31. doi: https://doi.org/10.1016/j.stueduc.2017.11.001

Hubers, M.D., Poortman, C.L., Schildkamp, K., and Pieters, J.M. (Accepted for publication). Spreading the word: Boundary crossers building collective capacity for data use.

Ebbeler, J., Poortman, C. L., Schildkamp, K., & Pieters, J.M. (2017). The effects of a data use intervention on educators’ satisfaction and data literacy. Educational Assessment, Evaluation and Accountability29(1), 83-105. Open access:  https://link.springer.com/article/10.1007/s11092-016-9251-z

Bolhuis, E., Schildkamp, K., Luyten, H., & Voogt, J. M. (2017). Het gebruik van data door lerarenopleiders van de pabo. Pedagogische studiën, 94(1).  

Hubers, M.D., Schildkamp, K., Poortman, C.L., & Pieters, J.M. (2017). The quest for sustained data use: Developing organizational routines. Teaching and Teacher Education, 67, 509-521.

Hubers, M.D., Moolenaar, N.M., Schildkamp, K., Daly, A.J., Handelzalts, A., & Pieters, J.M. (2017). Share and succeed: the development of knowledge sharing and brokerage in data teams’ network structures. Research Papers in Education, 1-23. Klik hier voor een link naar het artikel. 

Schildkamp, K., Poortman, C.L., Luyten, H., & Ebbeler, J. (2016). Factors promoting and hindering data-based decision making in schools. School Effectiveness and School Improvement, 1-17.

Poortman, C.L., Schildkamp, K., & Lai, M.K. (2016). Professional Development in Data Use: An International Perspective on Conditions, Models, and Effects. Teaching and Teacher Education, 60, 363-365.

Bolhuis, E.D., Schildkamp, K., & Voogt, J.M. (2016). Improving teacher education in the Netherlands: Datateam as learning team? European Journal of Teacher Education, 39(3), 320- 339.  

Bolhuis, E. D., Schildkamp, K., & Voogt, J. M. (2016). Data-based decision making in teams: Enablers and barriers. Educational Research and Evaluation, 22(3-4), 213-233.  

Ebbeler, J., Poortman, C.L., Schildkamp, K. & Pieters, J.M. (2016). Effects of a data use intervention on educators’ use of knowledge and skills. Studies in Educational Evaluation, 48, 19 - 31.

Gelderblom, G., Schildkamp, K., Pieters, J., & Ehren, M. (2016). Databased decision making for instructional improvement in primary education. International Journal of Educational Research, 80, 1–14

Schildkamp, K., Poortman, C.L., & Handelzalts, A. (2016). Data teams for school improvement. School Effectiveness and School Improvement, 27(2), 228-254.

Hubers, M.D., Poortman, C.L., Schildkamp, K., Pieters, J.M., & Handelzalts, A. (2016). Opening the Black Box: Knowledge Creation in Data Teams. Journal of Professional Capital & Community, 1(1), 41-68. 

  • In this study, Nonaka and Takeuchi’s Socialization, Externalization, Combination and Internalization 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. Klik hier voor een link naar het artikel.

Schildkamp, K., & Poortman, C.L. (2015). Factors influencing the functioning of data teams. Teachers College Record, 117.

  • Data-based decision making can lead to increased student achievement; however, schools struggle with the implementation of data-based decision making. Professional development in the use of data is therefore urgently needed. Klik hier voor een link naar het artikel.

Schildkamp, K., Poortman, C.L., & Handelzalts, A. (2015). Data teams for school improvement. School Effectiveness and School Improvement, 27(2), 228-254.  

  • The use of data for educational decision making has never been more prevalent. However, teachers and school leaders need support in data use. Support can be provided by means of professional development in the form of “data teams”. Klik hier voor een link naar het artikel.

Schildkamp, K., Handelzalts, A., Poortman, C.L., Leusink, H., Meerdink, M.A., Smit, M., Ebbeler, J., & Hubers, M.D. (2014). De datateam® methode: Een concrete aanpak voor onderwijsverbetering. Antwerpen: Garant.

  • In het onderwijs moeten er iedere dag veel beslissingen genomen worden over vragen als: Hoe kan ik ervoor zorgen dat de meerderheid van mijn leerlingen de volgende keer wel een voldoende haalt voor Duits? Dit boek kan hier besteld worden.

Schildkamp, K., & Visscher, A.J. (2013). Data-centered school self-evaluation in the Netherlands: characteristics and prerequisites. In M. Lai and S. Kushner. (Eds.). Advances in Program Evaluation (Vol 14): A developmental and negotiated approach to school and curriculum evaluation. Bingley: Emerald.

  • In this chapter the Dutch context of school quality assurance is portrayed, and next two Dutch projects are described in which learning to use data for school self-evaluation and school improvement is central. In the Focus project schools learn to utilize student performance data (as measured by means of standardized tests) for improving instructional quality and student achievement, whereas in the Data team project school teams learn to collect and analyze data for solving a specific educational problem the school struggles with, following a structured approach. Dit boek kan hier besteld worden.

Lai, M.K., & Schildkamp, K. (in press). In-service Teacher Professional Learning: Use of assessment in data-based decision-making. In G.T.L. Brown & L. Harris (Eds.). Human Factors and Social Conditions of Assessment. New York: Routledge.

  • There is increasing international emphasis on using data as part of teacher decision-making to improve teaching practices and raise student achievement. This emphasis is often positioned as two competing agendas. Dit boek kan hier besteld worden.

Datagebruik in het algemeen

Hoogland, I., Schildkamp, K., Van der Kleij, F., Heitink, M. C., Kippers, W. B., Veldkamp, B. P., & Dijkstra, A. (2016). Prerequisites for data-based decision making in the classroom: Research evidence and practical illustrations. Teaching and Teacher Education, 60, 377-386. doi: http://dx.doi.org/10.1016/j.tate.2016.07.012

Van der Kleij, F. M., Vermeulen, J. A., Schildkamp, K., & Eggen, T. J. H. M. (2015). Integrating data-based decision making, assessment for learning and diagnostic testing in formative assessment. Assessment in Education: Principles, Policy & Practice, 22, 324–343. Klik hier voor een link naar het artikel.

Verhaeghe, G., Schildkamp, K., Luyten, H., & Valcke, M. (2015). Diversity in school performance feedback systems. School effectiveness and school improvement. Klik hier voor een link naar het artikel.

Schildkamp, K. Karbautzki, L., & Vanhoof, J. (2014). Exploring data use practices around Europe: Identifying enablers and barriers. Studies in Educational Evaluation, 42, 15-24. Klik hier voor een link naar het artikel.

Vanhoof, J., & Schildkamp, K. (2014). From professional development for data use to ‘data use for professional development. Studies in Educational Evaluation, 42, 1-4. Klik hier voor een link naar het artikel.

Schildkamp, K., Karbautzki, L., Breiter, A., Marciniak, M., & Ronka, D. (2013). The Use of Data Across Countries: Development and Application of a Data Use Framework. In D. Passey, A. Breiter and A.J., Visscher (Eds.). IFIP-AICT: Next Generation of Information Technology in Educational Management. Dordrecht: Springer. Dit boek kan hier besteld worden.

Schildkamp, K., Lai, M.K., & Earl (Eds.) (2013). Data-based decision making in education: challenges and opportunities. Dordrecht: Springer. Dit boek kan hier besteld worden.

Schildkamp, K., & Ehren, M., & Lai, M.K. (2012). Editorial article for the special issue on data-based decision making around the world: From policy to practice to results. School Effectiveness and School Improvement, 23(2), 123-132. Klik hier voor een link naar het artikel.

Schildkamp, K., & Rekers-Mombarg, L., & Harms, T. (2012). Student Group Differences in Examination Results and Utilization for Policy and School Development. School Effectiveness and School Improvement, 23(2), 229-256. Klik hier voor een link naar het artikel.

Schildkamp, K., & Kuiper, W (2010). Data-informed curriculum reform: Which data, what purposes, and promoting and hindering factors. Teaching and Teacher Education, 26, 482-496. Klik hier voor een link naar het artikel.

Schildkamp, K., & Visscher, A.J. (2010). The use of performance feedback in school improvement in Louisiana. Teaching and Teacher Education, 26, 1389-1403. Klik hier voor een link naar het artikel.

Schildkamp, K., & Teddlie, C. (2008). School Performance Feedback Systems in the USA and in the Netherlands: A comparison. Educational Research and Evaluation, 14(3), 255-282. Klik hier voor een link naar het artikel.