Abstract

Teachers and administrators have access to large volumes of data but research suggests that they lack the skills to use data effectively for continuous school improvement. This study involved a cross-case analysis of two high school leadership teams' early stages of evidence-based practice development; differing forms of external support were present in each school. The conceptual framework guiding the study integrates literature related to communities of practice, effective professional development, evidence-based practice, systems thinking, and dialogue. Findings suggest the value of data rooms, professional development focused on individual data interpretation skills, collective dialogue skills, and systems thinking skills for developing a community of evidence-based practice.

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Additional Information

ISSN
1534-5157
Print ISSN
0018-1498
Pages
pp. 32-53
Launched on MUSE
2011-12-16
Open Access
No
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