Understanding Data Use Practice among Teachers: The Contribution of Micro-Process Studies

Judith Warren Little
2012 American Journal of Education  
JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact support@jstor.org. The University of Chicago Press is collaborating with JSTOR to digitize, preserve and extend access to American Journal of Education. Despite the growing volume
more » ... the growing volume of research on data use systems or data use activities in which teachers engage, micro-process studies-investigations of what teachers and others actually do under the broad banner of "data use" or "evidence-based decision making"-remain substantially underdeveloped. Starting with a review of the extant research on teachers' data use practice in workplace and professional development contexts, this article argues for a more conceptually robust, methodologically sophisticated, and extensive program of micro-process research on data use that also anticipates the ways in which local practice both instantiates and constructs institutional and organizational structures, processes, and logics.
doi:10.1086/663271 fatcat:jbufrbthq5hpbcsklker56eg7y