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In a context where schools are held more and more accountable for the education they provide, data-based decision making has become increasingly important. This book brings together scholars from several countries to examine data-based decision making. Data-based decision making in this book refers to making decisions based on a broad range of evidence, such as scores on students’ assessments, classroom observations etc. This book supports policy-makers, people working with schools, researchers and school leaders and teachers in the use of data, by bringing together the current research conducted on data use across multiple countries into a single volume. Some of these studies are ‘best practice’ studies, where effective data use has led to improvements in student learning. Others provide insight into challenges in both policy and practice environments. Each of them draws on research and literature in the field.--

Data mining. --- Education -- Data processing. --- Education -- Decision making. --- Education --- Data mining --- Social Sciences --- Theory & Practice of Education --- Decision making --- School management and organization --- Decision making. --- Data processing. --- Educational administration --- Inspection of schools --- School administration --- School inspection --- School operation policies --- School organization --- Schools --- Decision-making in school management --- Inspection --- Management and organization --- Education. --- International education. --- Comparative education. --- School management and organization. --- School administration. --- Teaching. --- Assessment. --- International and Comparative Education. --- Assessment, Testing and Evaluation. --- Teaching and Teacher Education. --- Administration, Organization and Leadership. --- Learning & Instruction. --- Educational planning --- Management --- Educational tests and measuremen. --- International education . --- Learning. --- Instruction. --- Learning process --- Comprehension --- Administration, Educational --- Operation policies, School --- Policies, School operation --- Organization --- Didactics --- Instruction --- Pedagogy --- School teaching --- Schoolteaching --- Instructional systems --- Pedagogical content knowledge --- Training --- Education, Comparative --- Global education --- Intellectual cooperation --- Internationalism --- History

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There is an increasing focus on research-practice partnerships that adopt research designs aimed at improving educational practice while advancing research knowledge. There is now a need for books that provide a theoretical and practical account of successful research designs that have been tested and replicated over time and contexts. This book addresses this need by providing the first comprehensive account of the Learning Schools Model (LSM), a design-based research-practice partnership that has been tested over 15 years and across contexts and countries (n=5). This model has successfully built teacher and school capacity and improved valued student outcomes for primarily indigenous and ethnic minority students from lower socio-economic communities. The quality of research into the model has been recognised locally and internationally. The International Literacy Association reprinted a paper on the original model in their volume Theoretical models and processes of Reading (6th Ed). The authors won the University of Auckland's Research Excellence Award (2015), awarded for research of demonstrable quality and impact, for their research into the Model. This book addresses several gaps in the existing literature on research-practice partnerships. Firstly, understanding applications in contexts beyond the USA where much of the seminal work is located adds to our collective understanding of contexts in terms of constraints and enablers. Secondly, we provide a theoretical account of partnership development and demonstrate how these are practically developed in situ to address the known need for stronger theoretical understandings of partnership development and better training in developing partnerships. Finally, our book demonstrates how research can be both responsive to context and yet have robust and replicable research designs that improve valued student outcomes over time and contexts. This in turn provides an alternate research approach for countries where randomised control trials are often the gold standard for interventions.

School improvement programs. --- Academic achievement. --- Academic performance --- Academic progress --- Academic success --- Academic underachievement --- Achievement, Academic --- Achievement, Scholastic --- Achievement, Student --- Educational achievement --- Performance, Academic --- Progress, Academic --- Scholastic achievement --- Scholastic success --- School achievement --- School success (Academic achievement) --- Student achievement --- Success, Academic --- Success, School (Academic achievement) --- Success, Scholastic --- Underachievement, Academic --- Performance --- Success --- Improvement programs, School --- Instructional improvement programs --- Programs, School improvement --- School self-improvement programs --- School management and organization --- Educational change. --- Educational productivity. --- Minorities --- Indigenous peoples --- Education --- Curriculum planning & development. --- Education. --- Administration --- General. --- Change, Educational --- Education change --- Education reform --- Educational reform --- Reform, Education --- School reform --- Educational planning --- Educational innovations --- Minority students --- Productivity, Educational --- Educational evaluation --- Educational accountability --- Ethnology