2013/01/01 by Ellen B. Mandinach, Edith S. Gummer, Edith Gummer · 479 citations
Decision Sciences · Engineering · #Computer science #Educational Assessment and Improvement #Engineering #Engineering ethics #Faculty development #Literacy #Pedagogy #Perspective (graphical) #Political science #Professional development #Public relations #Sociology
paper · doi:10.3102/0013189x12459803
published in Educational Researcher 42(1), 30-37 (SAGE Publishing)
openalex publication_date 2013/01/01 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/29
Data-driven decision making has become increasingly important in education. Policymakers require educators to use data to inform practice. Although the policy emphasis is growing, what has not increased is attention to building human capacity around data use. Educators need to gain data literacy skills to inform practice. Although some professional development opportunities exist for current educators, fewer formal courses and opportunities for data literacy development in schools of education have been developed and implemented. This article explores issues around the growing need for data-driven decision making in programs in schools of education. The issues are complex and the actors needed to bring about change are multiple. A systems perspective to explore course and programmatic implementation is presented.