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Educ. Sci. 2013, 3(2), 98-120; doi:10.3390/educsci3020098

How Data Are Used and Misused in Schools: Perceptions from Teachers and Principals

* ,
Associate Professor, North Carolina State University, Leadership, Policy and Adult and Higher Education, USA
* Author to whom correspondence should be addressed.
Received: 12 February 2013 / Revised: 15 March 2013 / Accepted: 22 March 2013 / Published: 12 April 2013
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Education reform efforts have mandated the use of student achievement data in schools. This Q-methodology study investigates the perceptions of principals and teachers about how data are used or misused. Principals in the sample were found to use data mostly to evaluate the school, make improvements, and model best practices of data use. Teachers used data to improve instruction and outcomes for students. Results indicate a need to create an assessment savvy environment where data are used to improve practices.
Keywords: school data; school leadership; Q-methodology; teachers school data; school leadership; Q-methodology; teachers
This is an open access article distributed under the Creative Commons Attribution License (CC BY) which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

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Militello, M.; Bass, L.; Jackson, K.T.; Wang, Y. How Data Are Used and Misused in Schools: Perceptions from Teachers and Principals. Educ. Sci. 2013, 3, 98-120.

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