Bu araştırmanın amacı; okul yöneticilerinin veriye dayalı karar verme kavramına ilişkin algılarını, veriye dayalı karar sürecinin işleyişi, bu sürece etki eden faktörleri ve sürecin iyileştirilmesine yönelik önerileri incelemektir. Nitel yöntemle gerçekleştirilen çalışmada olgu bilim deseni benimsenmiştir. Katılımcıların belirlenmesinde amaçlı örnekleme yöntemlerinden maksimum çeşitlilik ve ölçüt örnekleme teknikleri kullanılmıştır. Kahramanmaraş il merkezinde görev yapan 17 okul yöneticisi çalışma grubuna dâhil edilmiştir. Verilerin analizi önce betimsel ardından içerik analiz yapılarak çözümlenmiştir. Araştırmanın sonuçlarına göre; yöneticiler veriyi daha çok sayısal değer olarak anlamlandırmakta dolayısıyla veriye dayalı karar vermeyi sayısal değerlere göre karar verme olarak kavramsallaştırmaktadır. Okulda kullanılan veri türlerinden öğrenci performans verisi en çok sözü edilen veri türü olmuştur. Yöneticiler verileri en çok bütçe oluşturmak için kullanmaktadırlar. Veriler genellikle ilgili oldukları sistemlerden toplanarak düzenlenmektedir. Verilerden yararlanma şekli yöneticiler tarafından verilerin analiz edilmesi şeklinde olduğu gibi; yöneticilerin analiz edilmiş halde bulunan hazır raporlardan yararlanması şeklinde de olabilmektedir. Ardından kurul toplantılarında tartışılmakta ve alınan kararlar uygulanmaktadır. Veriye dayalı karar vermeyi etkileyen en önemli faktörler, verinin tamlığı ve veriyi kullanan kişinin tutumudur. Yöneticiler verilerin raporlaştırılarak ayrıntılı dönütler şeklinde kendilerine sunulmasını istemektedir.
Abdusyakur, I. (2015). Data-based decision making in the school environment: A study on data use in Indonesian primary schools. Master Thesis, University Of Twente, Enschede, Netherlands.
Acaray, T. (2010). Ankara ili ilköğretim ve ortaöğretim okul müdürlerinin öğretmenleri güçlendirme örüntüleri. Yüksek Lisans Tezi, Ankara Üniversitesi Eğitim Bilimleri Enstisüsü, Ankara.
Altın, F., & Vatanartıran, S. (2014). Türkiye’de okul yöneticisi yetiştirme, atama ve sürekli geliştirme model önerisi. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi (KEFAD), 15(2), 17-35.
Anderson, S., Leithwood, K., & Strauss, T. (2010). Leading data use in schools: Organizational conditions and practices at the school and district levels. Leadership and Policy in Schools, 9(3), 292-327. Doi: 10.1080/15700761003731492
Arabacı, İ. B., Şanlı, Ö., & Altun, M. (2015). Okul yöneticilerinin yetiştirilme ve atama yöntemlerine ilişkin sendika temsilcilerinin, maarif müfettişlerinin ve okul yöneticilerinin görüşlerinin değerlendirilmesi. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 12(31), 166-186.
Aydın, A. (2016). Okul müdürlerinin bir haftasına genel bakış. Yüksek Lisans Tezi, Eskişehir Osmangazi Üniversitesi, Eğitim Bilimleri Enstisüsü, Eskişehir.
Bernhardt, V.L. (2004). Data analysis: For continuous school improvement. Larchmont, New York: Eye on Education.
Bischel, J. (2012) Analytics in higher education: Benefits, barriers, progress, and recommendations. Retrieved from: https://library.educause.edu/-/media/files/library/2012/6/ers1207.pdf?la=en&hash=B6E84D1B3A1A0921609BF64F298D741297DA3006
Brunner, C., Fasca, C., Heinze, J., Honey, M., Light, D., & Mandinatch, E. (2006). Linking Data and learning: The grow network study. Journal of Education For Students Placed at Risk, 10(3), 241-267. Doi: 10.1207/s15327671espr1003_2
Büte, M., & Balcı, F. A. (2010). Bağımsız anaokulu yöneticilerinin bakış açısından okul yönetimi süreçlerinin işleyişi ve sorunlar. Kuram ve Uygulamada Eğitim Yönetimi, 16(4), 485-509.
Charette, R. (2006). Organizational hypocrisy. Government executive. Accessed from https://www.govexec.com/magazine-advice-and-dissent/magazine-advice-and-dissent-viewpoint/2006/05/organizational-hypocrisy/21758/.
Childress, M. (2009). Data-driven decision making: The development an validation of an instrument to measure principals’ practices. Academic Leadership: The Online Journal, 7(1), 67-75.
Coburn, C. E., & Turner, E. O. (2011). Research on data use: A framework and analysis. Measurement: Interdisciplinary Research & Perspectives, 9(4), 173-206. doi: 10.1080/15366367.2011.626729
Datnow, A., Park, V., & Wohlstetter, P. (2007). Achieving with data: How high performing school systems use data to improve instruction for elementary students. Los Angeles, CA: Center on Educational Governance, Rossier School of Education, University of Southern California.
Demir, K. (2009). İlköğretim okullarında verilere dayalı karar verme. Kuram ve Uygulamada Eğitim Yönetimi, 15(59), 367-397
Dikerel, M. (2008). Resmi ilköğretim okulu yöneticilerinin liderlik davranışları ile karar verme stratejileri arasındaki ilişkinin incelenmesi. Yüksek Lisans Tezi, Yeditepe Üniversitesi, Sosyal Bilimler Enstitüsü, İstanbul.
Doğan, S. (2019). 2023 eğitim vizyonu belgesine ilişkin okul yöneticileri ve öğretmen görüşleri. Cumhuriyet Uluslararası Eğitim Dergisi, 8(2), 571-592. Doi:10.30703/cije.550345
Doolittle, G., & Browne, E. (2008). Who moved my curriculum? Preparing school leaders to support student achievement. In Leadership Preparation: Issues of curriculum and instruction. Paper presentation at the University Council for Educational Administration, Orlando, FL.
Dowd, A. C. (2005). Data don't drive: Building a practitioner-driven culture of inquiry to assess community college performance. Lumina Foundation.
Eğitim Reformu Girişimi, (2012). Eğitimde yeni döneme hazırlanırken Millî Eğitim Bakanlığı’nın çalışmaları. Accessed from http://www.egitimreformugirisimi.org/dosyalar/faaliyet/2012.pdf
Epp, R. T. (2011). Data use in an era of accountability: A case study of data driven decision making in high performing middle schools in the Rio Grande Valley. Doctoral Dissertation, Faculty of the Graduate School of, The University of Texas at Austin, Austin.
Ezzani, M. D. (2009). How districts prepare site administrators for data-driven decision making. Doctoral Dissertation, Faculty Of The Rossier School Of Education, University Of Southern California, California.
Feldman, J., & Tung, R. (2001). Whole school reform: how schools use the data-based inquiry and decision making process. Seattle, WA: American Educational Research Association.
Francis, M. M. (2010). Interpreting data-driven decision making: A case study of one elementary school's exemplary use of data. Doctoral Dissertation, Central Connecticut State University, New Britain.
Frey, B.B. & Schmitt, V.L. (2007). Coming to terms with classroom assessment. Journal of Advanced Academics, 18(3), 402-423. Doi: 10.4219/jaa-2007-495
Goldring, E., & Berends, M. (2009). Leading with data: Pathways to improve your school. Thousand Oaks, CA: Corwin.
Heilig, C. (2014). Data driven decision making: data interplay within a high school district. Doctoral dissertation, Rowan University, Department of Educational Leadership College of Education, New Jersey.
Ho, J. E. (2016). Cultures and Contexts of Data-Based Decision-Making in Schools. Doctoral Dissertation, University Of California Doctor of Philosophy in Education, Los Angeles.
Holland, H. (2000). Goodbye, yellow brick road. Changing Schools in Louisville, 4(1), 2-15.
Holcomb, E. (1999). Getting excited about data: How to combine people, passion, and proof. Thousand Oaks, CA: Corwin Press.
Ikemoto, G. S., & Marsh, J. A. (2007). Different conceptions of data-driven decision making. Yearbook of the National Society for the Study of Education, 106(1), 105-132. Doi: 10.1111/j.1744-7984.2007.00099.x
Ingram, D., Louis, S. K., & Schroeder, R. G. (2004). Accountability policies and teacher decisions making: Barriers to the use of data to improve practice. Teachers College Record, 106(6), 1258-1287. Doi: 10.1111/j.1467-9620.2004.00379.x
Kerr, K. A., Marsh, J. A., Ikemoto, G. S., Darilek, H., & Barney, H. (2006). Strategies to promote data use for instructional improvement: Actions, outcomes, and lessons from three urban districts. American Journal of Education, 112(4), 496-520. Doi: 10.1086/505057
Khanna, R., Tousdale, D., Penuel, W. R., & Kell, J. (1999, April). Supporting data use among administrators: Results from a data planning model. Paper presented at the Annual Meeting of the American Educational Research Association, Montreal, Quebec, Canada.
Kretzer, S. A. (2012). Data-focused decision making: One school’s journey. Doctoral Dissertation, Virginia Polytechnic Institute and State University, Falls Church, VA.
Kuchapski, R. P. (2001). Reconceptualizing accountability for education. Doctoral Dissertation, Retrieved from ProQuest Dissertations and Theses. (UMI No. NQ63889).
Lachat, M., & Smith, S. (2005). Practices that support data use in urban high schools. Journal of Education for Students Placed at Risk, 10(3), 333-349. Doi: 10.1207/s15327671espr1003_7
Little, J. W. (2007). Teachers’ accounts of classroom experience as a resource for professional learning and instructional decision making. Yearbook of the National Society for the Study of Education, 106(1), 217–240. Doi: 10.1111/j.1744-7984.2007.00103.x
Mandinach, E. B. (2012). A perfect time for data use: Using data-driven decision making to inform practice. Educational Psychologist, 47(2), 71-85. Doi: 10.1080/00461520.2012.667064
Mandinach, E. B., & Honey, M. (2008). Data-driven school improvement: Linking data and learning. New York: Teachers College Press.
McCray, M. (2014). Data driven decision-making and principals’ perceptions. Doctoral Dissertation, Mississippi State University Department of Leadership and Foundations, Mississippi.
Milli Eğitim Bakanlığı, (2018). 2023 Vizyon Belgesi. Accessed from http://2023vizyonu.meb.gov.tr/doc/2023_EGITIM_VIZYONU.pdf.
Mnyasenga, H. N. (2014). Data-based decision making in improving education: An assessment of data use by secondary schools teachers in Dodoma region, Tanzania. Master thesis, University of Twente Educational Science & Technology, Netherlands.
Murnane, R. J., Sharkey, N. S., & Boudett, K. P. (2005). Using student-assessment results to improve instruction: Lessons from a workshop. Journal of Education for Students Placed at Risk, 10(3), 269-280.
Noyce, P., Perda, D., & Traver, R. (2000). Creating data-driven schools. Educational Leadership, 57(5), 52-56.
Oğuz, E. (2009). İlköğretim okulu yöneticilerinin karar verme stilleri. Kastamonu Eğitim Dergisi, 17(2), 415-426.
O’Reilly, C. A. (1983). The use of information in organizational decision-making: A model and some propositions. Research in Organizational Behavior, 5, 103-139.
Önal, D. (2016). Yönetim ve bilişim sistemleri. Retrieved from https://silo.tips/download/ynetm-ve-blm-sstemler
Pollard, K. (2018). An examination of the relationships among organizational support, self-efficacy beliefs, and engagement in data-driven decision-making. Doctoral Dissertation, Department of Educational Research and Administration, The University of Southern Mississippi.
Reichardt, R. (2000). The state's role in supporting data-driven decision making: A view of Wyoming. Aurora, CO: Mid-continent Research for Education and Learning.
Schildkamp, K., Karbautzki, L., & Vanhoof, J. (2014). Exploring data use practices around Europe: Identifying enablers and barriers. Studies in Educational Evaluation, 42, 15-24. Doi: 10.1016/j.stueduc.2013.10.007
Schildkamp, K., & Kuiper, W. (2010). Data-informed curriculum reform: Which data, what purposes, and promoting and hindering factors. Teaching and Teacher Education, 26(3), 482-496. Doi: 10.1016/j.tate.2009.06.007
Schmoker, M. (1999). Results: The key to continuous school improvement (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development.
Sezgin, F. (2018). Türk eğitim sistemi açısından eğitimi izleme ve değerlendirmede yapısal göstergeler. Devlet Dergisi, 480.
Shaw, T. (2017). Principal’s use of data: An executive summary. ACT Research Report.
Shen, J., Cooley, V. E., Reeves, P., Burt, W. L., Ryan, L., Rainey, J. M., & Yuan, W. (2010). Using data for decision-making: Perspectives from 16 principals in Michigan, USA. International Review of Education, 56(4), 435-456. Doi: 10.2307/40928685
Slavin, R., Cheung, A., Holmes, G., Madden, N., & Chamberlain, A. (2013). Effects of a data driven district reform model on state assessment outcomes. American Educational Research Journal, 50(2), 371-396. doi: 10.3102/0002831212466909
Spillane, J. P., & Miele, D. B. (2007). Evidence in practice: A framing of the terrain. Yearbook of the National Society for the Study of Education, 106(1), 46-73.
Swan, G. (2009). Tools for data-driven decision making in teacher education: Designing a portal to conduct field observation inquiry. Journal of Computing in Teacher Education, 25(3), 107-113.
Şirin, H. (2009). Sivil toplum örgütlerinin eğitime ilişkin karar alma süreçlerine katılımları üzerine bir araştırma. Eğitim ve Bilim, 34(153), 169-182.
Töremen, F., & Kolay, Y. (2003). İlköğretim okulu yöneticilerinin sahip olması gereken yeterlikler. Milli Eğitim Dergisi, 160.
Wayman, J. C., Jimerson, J. B., & Cho, V. (2012). Organizational considerations in establishing the data-informed district. School Effectiveness and School Improvement, 23(2), 159-178. doi: 10.1080/09243453.2011.652124
Wayman, J.C., & Stringfield, S. (2006). Technology-supported involvement of entire faculties in examination of student data for instructional improvement. American Journal of Education, 112(4), 549-57. Doi: 10.1086/505059
Yıldırım, A., & Şimşek H. (2006). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık.
Yıldız, K. (2012). İlköğretim okulu yöneticilerinin karar verme stilleri. Sakarya Üniversitesi Eğitim Fakültesi Dergisi, 24(24), 104-133.
Young, V. M. (2006). Teachers’ use of data: Loose coupling, agenda setting and team norms. American Journal of Education, 112(4), 521-548. Doi: 10.1086/505058
Data-Driven Decision-Making Process In School Management
The aim of this study is to examine school administrators' perceptions of the concept of data-driven decision making, the functioning of data-driven decision processes, the factors affecting this process, and suggestions for improving it. In this study carried out using a qualitative method, a phenomenological approach was adopted. Maximum diversity and criterion sampling techniques were used while selecting participants among purposeful sampling methods. 17 school administrators assigned in Kahramanmaraş city center were included in the study group. The data were analyzed first by descriptive analysis and then by content analysis. As per the results of the research carried out, administrators interpret the data mostly as numerical values, thus conceptualizing data-driven decision-making as making decisions based on numerical values. Student performance data has been the most mentioned data type among the data types used in schools. Administrators use the data mostly to create a budget. Data is generally collected from their respective systems and organized accordingly. Administrators benefit from such data either by analyzing them or using the ready-to-use reports that have already been analyzed. Then, the data is discussed in the board meetings and the decisions taken accordingly are implemented. The most important factors affecting data-driven decision making are the completeness of the data and the attitude of the person using them. Administrators prefer the data to be reported and presented to them in the form of detailed feedbacks.
Abdusyakur, I. (2015). Data-based decision making in the school environment: A study on data use in Indonesian primary schools. Master Thesis, University Of Twente, Enschede, Netherlands.
Acaray, T. (2010). Ankara ili ilköğretim ve ortaöğretim okul müdürlerinin öğretmenleri güçlendirme örüntüleri. Yüksek Lisans Tezi, Ankara Üniversitesi Eğitim Bilimleri Enstisüsü, Ankara.
Altın, F., & Vatanartıran, S. (2014). Türkiye’de okul yöneticisi yetiştirme, atama ve sürekli geliştirme model önerisi. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi (KEFAD), 15(2), 17-35.
Anderson, S., Leithwood, K., & Strauss, T. (2010). Leading data use in schools: Organizational conditions and practices at the school and district levels. Leadership and Policy in Schools, 9(3), 292-327. Doi: 10.1080/15700761003731492
Arabacı, İ. B., Şanlı, Ö., & Altun, M. (2015). Okul yöneticilerinin yetiştirilme ve atama yöntemlerine ilişkin sendika temsilcilerinin, maarif müfettişlerinin ve okul yöneticilerinin görüşlerinin değerlendirilmesi. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 12(31), 166-186.
Aydın, A. (2016). Okul müdürlerinin bir haftasına genel bakış. Yüksek Lisans Tezi, Eskişehir Osmangazi Üniversitesi, Eğitim Bilimleri Enstisüsü, Eskişehir.
Bernhardt, V.L. (2004). Data analysis: For continuous school improvement. Larchmont, New York: Eye on Education.
Bischel, J. (2012) Analytics in higher education: Benefits, barriers, progress, and recommendations. Retrieved from: https://library.educause.edu/-/media/files/library/2012/6/ers1207.pdf?la=en&hash=B6E84D1B3A1A0921609BF64F298D741297DA3006
Brunner, C., Fasca, C., Heinze, J., Honey, M., Light, D., & Mandinatch, E. (2006). Linking Data and learning: The grow network study. Journal of Education For Students Placed at Risk, 10(3), 241-267. Doi: 10.1207/s15327671espr1003_2
Büte, M., & Balcı, F. A. (2010). Bağımsız anaokulu yöneticilerinin bakış açısından okul yönetimi süreçlerinin işleyişi ve sorunlar. Kuram ve Uygulamada Eğitim Yönetimi, 16(4), 485-509.
Charette, R. (2006). Organizational hypocrisy. Government executive. Accessed from https://www.govexec.com/magazine-advice-and-dissent/magazine-advice-and-dissent-viewpoint/2006/05/organizational-hypocrisy/21758/.
Childress, M. (2009). Data-driven decision making: The development an validation of an instrument to measure principals’ practices. Academic Leadership: The Online Journal, 7(1), 67-75.
Coburn, C. E., & Turner, E. O. (2011). Research on data use: A framework and analysis. Measurement: Interdisciplinary Research & Perspectives, 9(4), 173-206. doi: 10.1080/15366367.2011.626729
Datnow, A., Park, V., & Wohlstetter, P. (2007). Achieving with data: How high performing school systems use data to improve instruction for elementary students. Los Angeles, CA: Center on Educational Governance, Rossier School of Education, University of Southern California.
Demir, K. (2009). İlköğretim okullarında verilere dayalı karar verme. Kuram ve Uygulamada Eğitim Yönetimi, 15(59), 367-397
Dikerel, M. (2008). Resmi ilköğretim okulu yöneticilerinin liderlik davranışları ile karar verme stratejileri arasındaki ilişkinin incelenmesi. Yüksek Lisans Tezi, Yeditepe Üniversitesi, Sosyal Bilimler Enstitüsü, İstanbul.
Doğan, S. (2019). 2023 eğitim vizyonu belgesine ilişkin okul yöneticileri ve öğretmen görüşleri. Cumhuriyet Uluslararası Eğitim Dergisi, 8(2), 571-592. Doi:10.30703/cije.550345
Doolittle, G., & Browne, E. (2008). Who moved my curriculum? Preparing school leaders to support student achievement. In Leadership Preparation: Issues of curriculum and instruction. Paper presentation at the University Council for Educational Administration, Orlando, FL.
Dowd, A. C. (2005). Data don't drive: Building a practitioner-driven culture of inquiry to assess community college performance. Lumina Foundation.
Eğitim Reformu Girişimi, (2012). Eğitimde yeni döneme hazırlanırken Millî Eğitim Bakanlığı’nın çalışmaları. Accessed from http://www.egitimreformugirisimi.org/dosyalar/faaliyet/2012.pdf
Epp, R. T. (2011). Data use in an era of accountability: A case study of data driven decision making in high performing middle schools in the Rio Grande Valley. Doctoral Dissertation, Faculty of the Graduate School of, The University of Texas at Austin, Austin.
Ezzani, M. D. (2009). How districts prepare site administrators for data-driven decision making. Doctoral Dissertation, Faculty Of The Rossier School Of Education, University Of Southern California, California.
Feldman, J., & Tung, R. (2001). Whole school reform: how schools use the data-based inquiry and decision making process. Seattle, WA: American Educational Research Association.
Francis, M. M. (2010). Interpreting data-driven decision making: A case study of one elementary school's exemplary use of data. Doctoral Dissertation, Central Connecticut State University, New Britain.
Frey, B.B. & Schmitt, V.L. (2007). Coming to terms with classroom assessment. Journal of Advanced Academics, 18(3), 402-423. Doi: 10.4219/jaa-2007-495
Goldring, E., & Berends, M. (2009). Leading with data: Pathways to improve your school. Thousand Oaks, CA: Corwin.
Heilig, C. (2014). Data driven decision making: data interplay within a high school district. Doctoral dissertation, Rowan University, Department of Educational Leadership College of Education, New Jersey.
Ho, J. E. (2016). Cultures and Contexts of Data-Based Decision-Making in Schools. Doctoral Dissertation, University Of California Doctor of Philosophy in Education, Los Angeles.
Holland, H. (2000). Goodbye, yellow brick road. Changing Schools in Louisville, 4(1), 2-15.
Holcomb, E. (1999). Getting excited about data: How to combine people, passion, and proof. Thousand Oaks, CA: Corwin Press.
Ikemoto, G. S., & Marsh, J. A. (2007). Different conceptions of data-driven decision making. Yearbook of the National Society for the Study of Education, 106(1), 105-132. Doi: 10.1111/j.1744-7984.2007.00099.x
Ingram, D., Louis, S. K., & Schroeder, R. G. (2004). Accountability policies and teacher decisions making: Barriers to the use of data to improve practice. Teachers College Record, 106(6), 1258-1287. Doi: 10.1111/j.1467-9620.2004.00379.x
Kerr, K. A., Marsh, J. A., Ikemoto, G. S., Darilek, H., & Barney, H. (2006). Strategies to promote data use for instructional improvement: Actions, outcomes, and lessons from three urban districts. American Journal of Education, 112(4), 496-520. Doi: 10.1086/505057
Khanna, R., Tousdale, D., Penuel, W. R., & Kell, J. (1999, April). Supporting data use among administrators: Results from a data planning model. Paper presented at the Annual Meeting of the American Educational Research Association, Montreal, Quebec, Canada.
Kretzer, S. A. (2012). Data-focused decision making: One school’s journey. Doctoral Dissertation, Virginia Polytechnic Institute and State University, Falls Church, VA.
Kuchapski, R. P. (2001). Reconceptualizing accountability for education. Doctoral Dissertation, Retrieved from ProQuest Dissertations and Theses. (UMI No. NQ63889).
Lachat, M., & Smith, S. (2005). Practices that support data use in urban high schools. Journal of Education for Students Placed at Risk, 10(3), 333-349. Doi: 10.1207/s15327671espr1003_7
Little, J. W. (2007). Teachers’ accounts of classroom experience as a resource for professional learning and instructional decision making. Yearbook of the National Society for the Study of Education, 106(1), 217–240. Doi: 10.1111/j.1744-7984.2007.00103.x
Mandinach, E. B. (2012). A perfect time for data use: Using data-driven decision making to inform practice. Educational Psychologist, 47(2), 71-85. Doi: 10.1080/00461520.2012.667064
Mandinach, E. B., & Honey, M. (2008). Data-driven school improvement: Linking data and learning. New York: Teachers College Press.
McCray, M. (2014). Data driven decision-making and principals’ perceptions. Doctoral Dissertation, Mississippi State University Department of Leadership and Foundations, Mississippi.
Milli Eğitim Bakanlığı, (2018). 2023 Vizyon Belgesi. Accessed from http://2023vizyonu.meb.gov.tr/doc/2023_EGITIM_VIZYONU.pdf.
Mnyasenga, H. N. (2014). Data-based decision making in improving education: An assessment of data use by secondary schools teachers in Dodoma region, Tanzania. Master thesis, University of Twente Educational Science & Technology, Netherlands.
Murnane, R. J., Sharkey, N. S., & Boudett, K. P. (2005). Using student-assessment results to improve instruction: Lessons from a workshop. Journal of Education for Students Placed at Risk, 10(3), 269-280.
Noyce, P., Perda, D., & Traver, R. (2000). Creating data-driven schools. Educational Leadership, 57(5), 52-56.
Oğuz, E. (2009). İlköğretim okulu yöneticilerinin karar verme stilleri. Kastamonu Eğitim Dergisi, 17(2), 415-426.
O’Reilly, C. A. (1983). The use of information in organizational decision-making: A model and some propositions. Research in Organizational Behavior, 5, 103-139.
Önal, D. (2016). Yönetim ve bilişim sistemleri. Retrieved from https://silo.tips/download/ynetm-ve-blm-sstemler
Pollard, K. (2018). An examination of the relationships among organizational support, self-efficacy beliefs, and engagement in data-driven decision-making. Doctoral Dissertation, Department of Educational Research and Administration, The University of Southern Mississippi.
Reichardt, R. (2000). The state's role in supporting data-driven decision making: A view of Wyoming. Aurora, CO: Mid-continent Research for Education and Learning.
Schildkamp, K., Karbautzki, L., & Vanhoof, J. (2014). Exploring data use practices around Europe: Identifying enablers and barriers. Studies in Educational Evaluation, 42, 15-24. Doi: 10.1016/j.stueduc.2013.10.007
Schildkamp, K., & Kuiper, W. (2010). Data-informed curriculum reform: Which data, what purposes, and promoting and hindering factors. Teaching and Teacher Education, 26(3), 482-496. Doi: 10.1016/j.tate.2009.06.007
Schmoker, M. (1999). Results: The key to continuous school improvement (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development.
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