Principals Using Data: An Integrative Review

References

• 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. https://doi.org/10.1080/15700761003731492
   Google Scholar
• Archbald, D. (2011). Decision-support data analysis: Examining consistency among teachers in writing assessment. International Journal of Educational Leadership Preparation, 6(4), 1–15.
   Google Scholar
• Bernhardt, V. L. (2009). Data use: Data-driven decision making takes a big-picture view of the needs of teachers and students. Journal of Staff Development, 30(1), 24–27.
   Google Scholar
• Bowers, A. J. (2017). Quantitative research methods training in education leadership and administration preparation programs as disciplined inquiry for building school improvement capacity. Journal of Research on Leadership Education, 12(1), 72–96. https://doi.org/10.1177/1942775116659462
   Web of Science ®Google Scholar
• Braaten, M., Bradford, C., Kirchgasler, K. L., & Barocas, S. F. (2017). How data use for accountability undermines equitable science education. Journal of Educational Administration, 55(4), 427–446. https://doi.org/10.1108/JEA-09-2016-0099
   Web of Science ®Google Scholar
• Brunner, C., Fasca, C., Heinze, J., Honey, M., Light, D., Mardinach, E., & Wexler, D. (2005). Linking data and learning: The grow network study. Journal of Education for Students Placed at Risk (JESPAR), 10(3), 241–267. https://doi.org/10.1207/s15327671espr1003_2
   Google Scholar
• Cannata, M., Rubin, M., Goldring, E., Grissom, J. A., Neumerski, C. M., Drake, T. A., & Schuermann, P. (2017). Using teacher effectiveness data for information-rich hiring. Educational Administration Quarterly, 53(2), 180–222. https://doi.org/10.1177/0013161X16681629
   Web of Science ®Google Scholar
• Cho, V., Jimerson, J. B., & Wayman, J. C. (2015). Data system implementation: A leader navigates people problems around technology and data use. Journal of Cases in Educational Leadership, 18(2), 134–143. https://doi.org/10.1177/1555458915584677
   Google Scholar
• Coburn, C. E., & Turner, E. O. (2011). The practice of data use: An introduction. American Journal of Education, 118(2), 99–111. https://doi.org/10.1086/663272
   Web of Science ®Google Scholar
• Cohen-Vogel, L. (2011). Staffing to the test:” Are today’s school personnel practices evidence based? Educational Evaluation and Policy Analysis, 33(4), 483–505. https://doi.org/10.3102/0162373711419845
   Web of Science ®Google Scholar
• Cohen-Vogel, L., & Harrison, C. (2013). Leading with data: Evidence from the National Center on Scaling Up Effective Schools. Leadership and Policy in Schools, 12(2), 122–145. https://doi.org/10.1080/15700763.2013.792934
   Google Scholar
• Cooley, V. E., Shen, J., Miller, D. S., Winograd, P. N., Rainey, J. M., Yuan, W., & Ryan, L. (2006). Data-based decision-making: Three state-level educational leadership initiatives. Educational Horizons, 85(1), 57–64. https://www.jstor.org/stable/42925966
   Google Scholar
• Cosner, S. (2011). Teacher learning, instructional considerations and principal communication: Lessons from a longitudinal study of collaborative data use by teachers. Educational Management Administration & Leadership, 39(5), 568–589. https://doi.org/10.1177/1741143211408453
   Web of Science ®Google Scholar
• Daly, A. J. (2012). Data, dyads, and dynamics: Exploring data use and social networks in educational improvement. Teachers College Record: The Voice of Scholarship in Education, 114(11), 1–38. https://doi.org/10.1177/016146811211401103
   PubMed Web of Science ®Google Scholar
• Daly, A. J., Finnigan, K. S., Jordan, S., Moolenaar, N. M., & Che, J. (2014). Misalignment and perverse incentives: Examining the politics of district leaders as brokers in the use of research evidence. Educational Policy, 28(2), 145–174. https://doi.org/10.1177/0895904813513149
   Web of Science ®Google Scholar
• Datnow, A., & Hubbard, L. (2016). Teacher capacity for and beliefs about data-driven decision making: A literature review of international research. Journal of Educational Change, 17(1), 7–28. https://doi.org/10.1007/s10833-015-9264-2
   Web of Science ®Google Scholar
• Datnow, A., Park, V., & Wohlstetter, P. (2007). Achieving with data. Los Angeles. University of Southern California, Center on Educational Governance
   Google Scholar
• Dodson, R. L. (2015). What makes them the best? An analysis of the relationship between state education quality and principal preparation practices. International Journal of Education Policy and Leadership, 10(7), n7. https://doi.org/10.22230/ijepl.2015v10n7a634
   Google Scholar
• Dougherty, C. (2015). How school district leaders can support the use of data to improve teaching and learning. ACT.
   Google Scholar
• Drake, T. A., Goldring, E., Grissom, J. A., Cannata, M. A., Neumerski, C., Rubin, M., & Schuermann, P. (2016). Development or Dismissal? Exploring Principals’ Use of Teacher Effectiveness Data. In J. A. Grissom & P. Youngs (Eds.), Improving Teacher Evaluation Systems: Making the Most of Multiple Measures (pp. 116–130). New York City, NY: Teachers College Press.
   Google Scholar
• Ehrich, L. C., Harris, J., Klenowski, V., Smeed, J., & Spina, N. (2015). The centrality of ethical leadership. Journal of Educational Administration, 53(2), 197–214. https://doi.org/10.1108/JEA-10-2013-0110
   Web of Science ®Google Scholar
• Elfers, A. M., & Stritikus, T. (2014). How school and district leaders support classroom teachers’ work with English language learners. Educational Administration Quarterly, 50(2), 305–344. https://doi.org/10.1177/0013161X13492797
   Web of Science ®Google Scholar
• Elsbach, K. D., & van Knippenberg, D. (2020). Creating high-impact literature reviews: An argument for integrative reviews. Journal of Management Studies, 57(6), 1277–1289. https://doi.org/10.1111/joms.12581
   Web of Science ®Google Scholar
• Englert, K., Fries, D., Goodwin, B., Martin-Glenn, M., & Michael, S. (2004). Understanding how principals use data in a new environment of accountability. US Department of Education. Retrieved February 8, 2022 from https://files.eric.ed.gov/fulltext/ED484396.pdf
   Google Scholar
• Ezzani, M. (2015). Coherent district reform: A case study of two California school districts. Cogent Education, 2(1), 1–20. https://doi.org/10.1080/2331186X.2015.1018698
   Web of Science ®Google Scholar
• Farley-Ripple, E., & Buttram, J. (2015). The development of capacity for data use: The role of teacher networks in an elementary school. Teachers College Record: The Voice of Scholarship in Education, 117(4), 1–34. https://doi.org/10.1177/016146811511700410
   Web of Science ®Google Scholar
• Farrell, C. C. (2015). Designing school systems to encourage data use and instructional improvement: A comparison of school districts and charter management organizations. Educational Administration Quarterly, 51(3), 438–471. https://doi.org/10.1177/0013161X14539806
   Web of Science ®Google Scholar
• Farrell, C. C., & Marsh, J. A. (2016). Metrics matter: How properties and perceptions of data shape teachers’ instructional responses. Educational Administration Quarterly, 52(3), 423–462. https://doi.org/10.1177/0013161X16638429
   Web of Science ®Google Scholar
• Firestone, W. A., & González, R. A. (2007). Culture and processes affecting data use in school districts. Yearbook of the National Society for the Study of Education, 106(1), 132–154. https://doi.org/10.1111/j.1744-7984.2007.00100.x
   Google Scholar
• Gamson, D. (2007). Historical perspectives on democratic decision making in education: Paradigms, paradoxes, and promises. Yearbook of the National Society for the Study of Education, 106(1), 15–45. https://doi.org/10.1111/j.1744-7984.2007.00096.x
   Google Scholar
• Gannon-Slater, N., La Londe, P. G., Crenshaw, H. L., Evans, M. E., Greene, J. C., & Schwandt, T. A. (2017). Advancing equity in accountability and organizational cultures of data use. Journal of Educational Administration, 55(4), 361–375. https://doi.org/10.1108/JEA-09-2016-0108
   Web of Science ®Google Scholar
• Goldring, E., & Berends, M. (2008). Leading with data: Pathways to improve your school. Corwin Press.
   Google Scholar
• Goldring, E., Grissom, J. A., Rubin, M., Neumerski, C. M., Cannata, M., Drake, T.A., & Schuermann, P. (2015). Make room value added: Principals’ human capital decisions and the emergence of teacher observation data. Educational Researcher, 44(2), 96–104. https://doi.org/10.3102/0013189X15575031
   Web of Science ®Google Scholar
• Grigsby, B., & Vesey, W. (2011). Assessment training in principal preparation programs. Administrative Issues Journal, 1(2), 18–31. https://doi.org/10.5929/2011.1.2.2
   Google Scholar
• Grissom, J. A., & Bartanen, B. (2019). Strategic retention: Principal effectiveness and teacher turnover in multiple-measure teacher evaluation systems. American Educational Research Journal, 56(2), 514–555. https://doi.org/10.3102/0002831218797931
   Web of Science ®Google Scholar
• Grissom, J. A., Kalogrides, D., & Loeb, S. (2017). Strategic staffing? How performance pressures affect the distribution of teachers within schools and resulting student achievement. American Educational Research Journal, 54(6), 1079–1116. https://doi.org/10.3102/0002831217716301
   Web of Science ®Google Scholar
• Grissom, J. A., Rubin, M., Neumerski, C. M., Cannata, M., Drake, T. A., Goldring, E., & Schuermann, P. (2017). Central office supports for data-driven talent management decisions: Evidence from the implementation of new systems for measuring teacher effectiveness. Educational Researcher, 46(1), 21–32. https://doi.org/10.3102/0013189X17694164
   Web of Science ®Google Scholar
• Hackmann, D. G., Malin, J. R., & Ahn, J. (2019). Data use within an education-centered cross-sector collaboration. Journal of Educational Administration, 57(2), 118–133. https://doi.org/10.1108/JEA-08-2018-0150
   Web of Science ®Google Scholar
• Halverson, R., Grigg, J., Prichett, R., & Thomas, C. (2007). The new instructional leadership: Creating data-driven instructional systems in school. Journal of School Leadership, 17(2), 159–194. https://doi.org/10.1177/105268460701700202
   Google Scholar
• Halverson, R., Prichett, R. B., & Watson, J. G. (2007). Formative feedback systems and the new instructional leadership. Wisconsin Center for Education Research Working Paper No. 2007-3 , 1–30. Accessed 9 February 2022 https://files.eric.ed.gov/fulltext/ED497265.pdf
   Google Scholar
• Hardy, I. (2015). Data, numbers and accountability: The complexity, nature and effects of data use in schools. British Journal of Educational Studies, 63(4), 467–486. https://doi.org/10.1080/00071005.2015.1066489
   Web of Science ®Google Scholar
• Honig, M. I., & Venkateswaran, N. (2012). School–central office relationships in evidence use: Understanding evidence use as a systems problem. American Journal of Education, 118(2), 199–222. https://doi.org/10.1086/663282
   Web of Science ®Google Scholar
• Hubbard, L., Datnow, A., & Pruyn, L. (2014). Multiple initiatives, multiple challenges: The promise and pitfalls of implementing data. Studies in Educational Evaluation, 42, 54–62. https://doi.org/10.1016/j.stueduc.2013.10.003
   Web of Science ®Google Scholar
• Huguet, A., Farrell, C. C., & Marsh, J. A. (2017). Light touch, heavy hand: Principals and data-use PLCs. Journal of Educational Administration, 55(4), 376–389. https://doi.org/10.1108/JEA-09-2016-0101
   Web of Science ®Google Scholar
• Ikemoto, G. S., & Marsh, J. A. (2007). Cutting through the “data-driven” mantra: Different conceptions of data-driven decision making. Yearbook of the National Society for the Study of Education, 106(1), 105–131. https://doi.org/10.1111/j.1744-7984.2007.00099.x
   Google Scholar
• Jacob, A. (2012). Examining the Relationship between Student Achievement and Observable Teacher Characteristics: Implications for School Leaders. International Journal of Educational Leadership Preparation, 7(3), 1–13 Accessed 9 February 2022 https://files.eric.ed.gov/fulltext/EJ997469.pdf
   Google Scholar
• James-Ward, C., & Abuyen, J. (2015). MCREL leadership responsibilities through the lens of data: The critical nine. Global Education Review, 2(3), 82–93 Accessed 9 February 2022 https://files.eric.ed.gov/fulltext/EJ1074111.pdf.
   Google Scholar
• Jimerson, J. B. (2014). Thinking about data: Exploring the development of mental models for “data use” among teachers and school leaders. Studies in Educational Evaluation, 42, 5–14. https://doi.org/10.1016/j.stueduc.2013.10.010
   Web of Science ®Google Scholar
• Jimerson, J. B., & Wayman, J. C. (2015). Professional learning for using data: Examining teacher needs and supports. Teachers College Record: The Voice of Scholarship in Education, 117(4), 1–36. https://doi.org/10.1177/016146811511700405
   Web of Science ®Google Scholar
• Kallemeyn, M. L. (2014). School-level organizational routines for learning: Supporting data use. Journal of Educational Administration, 52(4), 529–548. https://doi.org/10.1108/JEA-02-2013-0025
   Google Scholar
• Kane, T. J., & Staiger, D. O. (2012). Gathering feedback for teaching: Combining high-quality observations with student surveys and achievement gains. Bill & Melinda Gates Foundation.
   Google Scholar
• 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. https://doi.org/10.1086/505057
   Web of Science ®Google Scholar
• Kraft, M. A., & Gilmour, A. F. (2017). Revisiting the widget effect: Teacher evaluation reforms and the distribution of teacher effectiveness. Educational Researcher, 46(5), 234–249. https://doi.org/10.3102/0013189X17718797
   Web of Science ®Google Scholar
• Ladd, H. F., & Zelli, A. (2002). School-based accountability in North Carolina: The responses of school principals. Educational Administration Quarterly, 38(4), 494–529. https://doi.org/10.1177/001316102237670
   Web of Science ®Google Scholar
• Lange, C., Range, B., & Welsh, K. (2012). Conditions for effective data use to improve schools: Recommendations for school leaders. International Journal of Educational Leadership Preparation, 7(3), 1–11 Accessed 9 February 2022 https://files.eric.ed.gov/fulltext/EJ997478.pdf
   Google Scholar
• Levin, J. A., & Datnow, A. (2012). The principal role in data-driven decision making: Using case-study data to develop multi-mediator models of educational reform. School Effectiveness and School Improvement, 23(2), 179–201. https://doi.org/10.1080/09243453.2011.599394
   Web of Science ®Google Scholar
• 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. https://doi.org/10.1111/j.1744-7984.2007.00103.x
   Google Scholar
• Luo, M. (2008). Structural equation modeling for high school principals’ data driven decision making: An analysis of information use environments. Educational Administration Quarterly, 44(5), 603–634. https://doi.org/10.1177/0013161X08321506
   Web of Science ®Google Scholar
• Lynch, D., Smith, R., Provost, S., & Madden, J. (2016). Improving teaching capacity to increase student achievement: The key role of data interpretation by school leaders. Journal of Educational Administration, 54(5), 575–592. https://doi.org/10.1108/JEA-10-2015-0092
   Web of Science ®Google Scholar
• Makkonen, R., Tejwani, J., & Venkateswaran, N. (2016). How Are Teacher Evaluation Data Used in Five Arizona Districts? REL 2016-142. Regional Educational Laboratory West Accessed 9 February 2022 https://files.eric.ed.gov/fulltext/ED565834.pdf
   Google Scholar
• Mandinach, E. B., & Gummer, E. S. (2013). A systemic view of implementing data literacy in educator preparation. Educational Researcher, 42(1), 30–37. https://doi.org/10.3102/0013189X12459803
   Web of Science ®Google Scholar
• Marsh, J. A. (2012). Interventions promoting educators’ use of data: Research insights and gaps. Teachers College Record: The Voice of Scholarship in Education, 114(11), 1–48. https://doi.org/10.1177/016146811211401106
   PubMed Web of Science ®Google Scholar
• Marsh, J. A., Farrell, C. C., & Bertrand, M. (2016). Trickle down accountability: How middle school teachers engage students in data use. Educational Policy, 30(2), 243–280. https://doi.org/10.1177/0895904814531653
   Web of Science ®Google Scholar
• Marsh, J. A., Pane, J. F., & Hamilton, L. S. (2006). Making sense of data-driven decision making in education. Rand Corporation
   Google Scholar
• Martone, A., Reagan, D., & Reed, G. (2018). Understanding the use of mathematics interim assessments: A case study. International Electronic Journal of Elementary Education, 10(5), 515–523 doi:10.26822/iejee.2018541301
   Google Scholar
• Means, B., Padilla, C., & Gallagher, L. (2010). Use of education data at the local level: From accountability to instructional improvement. US Department of Education.
   Google Scholar
• Militello, M., Bass, L., Jackson, K. T., & Wang, Y. (2013). How data are used and misused in schools: Perceptions from teachers and principals. Education Sciences, 3(2), 98–120. https://doi.org/10.3390/educsci3020098
   Google Scholar
• Miller, C. L. (2010). Accountability policy implementation and the case of smaller school district capacity: Three contrasting cases that examine the flow and use of NCLB accountability data. Leadership and Policy in Schools, 9(4), 384–420. https://doi.org/10.1080/15700760903342350
   Google Scholar
• Murphy, J., Hallinger, P., & Heck, R. H. (2013). Leading via teacher evaluation: The case of the missing clothes? Educational Researcher, 42(6), 349–354. https://doi.org/10.3102/0013189X13499625
   Web of Science ®Google Scholar
• Neumerski, C. M., Grissom, J. A., Goldring, E., Rubin, M., Cannata, M., Schuermann, P., & Drake, T. A. (2018). Restructuring instructional leadership: How multiple-measure teacher evaluation systems are redefining the role of the school principal. The Elementary School Journal, 119(2), 270–297. https://doi.org/10.1086/700597
   Web of Science ®Google Scholar
• Nishioka, V. (2017). School Discipline Data Indicators: A Guide for Districts and Schools. REL 2017-240. Regional Educational Laboratory Northwest Accessed 9 February 2022 https://files.eric.ed.gov/fulltext/ED573680.pdf
   Google Scholar
• Odden, A. R. (2011a). Manage “human capital” strategically. Phi Delta Kappan, 92(7), 8–12. https://doi.org/10.1177/003172171109200703
   Web of Science ®Google Scholar
• Odden, A. R. (2011b). Strategic management of human capital in education: Improving instructional practice and student learning in schools. Routledge
   Google Scholar
• Park, V., & Datnow, A. (2009). Co-constructing distributed leadership: District and school connections in data-driven decision-making. School Leadership & Management, 29(5), 477–494. https://doi.org/10.1080/13632430903162541
   Google Scholar
• Park, V., St. John, E., Datnow, A., & Choi, B. (2017). The balancing act: Student classroom placement routines and the uses of data in elementary schools. Journal of Educational Administration, 55(4), 390–406. https://doi.org/10.1108/JEA-09-2016-0098
   Web of Science ®Google Scholar
• Polnick, B., & Edmonson, S. L. (2005). Expanding data analysis skills in educational leaders: Implications for preparation programs. Scholar-Practitioner Quarterly, 3(1), 39–52 Accessed 9 February 2022 https://files.eric.ed.gov/fulltext/EJ796136.pdf
   Google Scholar
• Roderick, M. (2012). Drowning in data but thirsty for analysis. Teachers College Record: The Voice of Scholarship in Education, 114(11), 1–9. https://doi.org/10.1177/016146811211401104
   PubMedGoogle Scholar
• Roegman, R., Samarapungavan, A., Maeda, Y., & Johns, G. (2018). Color neutral disaggregation? Principals’ practices around disaggregating data from three school districts. Educational Administration Quarterly, 54(4), 559–588. https://doi.org/10.1177/0013161X18769052
   Web of Science ®Google Scholar
• Ronfeldt, M., Loeb, S., & Wyckoff, J. (2013). How teacher turnover harms student achievement. American Educational Research Journal, 50(1), 4–36. https://doi.org/10.3102/0002831212463813
   Web of Science ®Google Scholar
• 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. https://doi.org/10.1016/j.tate.2009.06.007
   Web of Science ®Google Scholar
• Schildkamp, K., & Poortman, C. (2015). Factors influencing the functioning of data teams. Teachers College Record: The Voice of Scholarship in Education, 117(4), 4. https://doi.org/10.1177/016146811511700403
   Web of Science ®Google Scholar
• Schildkamp, K., Poortman, C. L., & Handelzalts, A. (2016). Data teams for school improvement. School Effectiveness and School Improvement, 27(2), 228–254. https://doi.org/10.1080/09243453.2015.1056192
   Web of Science ®Google Scholar
• Shen, J., & Cooley, V. E. (2008). Critical issues in using data for decision making. International Journal of Leadership in Education, 11(3), 319–329. https://doi.org/10.1080/13603120701721839
   Google Scholar
• 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. https://doi.org/10.1007/s11159-010-9172-x
   Google Scholar
• Shepard, L. A. (2010). What the marketplace has brought us: Item-by-item teaching with little instructional insight. Peabody Journal of Education, 85(2), 246–257. https://doi.org/10.1080/01619561003708445
   Google Scholar
• Steinberg, M. P., & Donaldson, M. L. (2016). The new educational accountability: Understanding the landscape of teacher evaluation in the post-NCLB era. Education Finance and Policy, 11(3), 340–359. https://doi.org/10.1162/EDFP_a_00186
   Web of Science ®Google Scholar
• Sun, J., Przybylski, R., & Johnson, B. J. (2016). A review of research on teachers’ use of student data: From the perspective of school leadership. Educational Assessment, Evaluation and Accountability, 28(1), 5–33. https://doi.org/10.1007/s11092-016-9238-9
   Web of Science ®Google Scholar
• Supovitz, J. A. (2006). The case for district-based reform: Leading, building and sustaining school improvement. Harvard Education Press
   Google Scholar
• Sutherland, S. (2004). Creating a culture of data use for continuous improvement: A case study of an Edison project school. American Journal of Evaluation, 25(3), 277–293. https://doi.org/10.1177/109821400402500302
   Web of Science ®Google Scholar
• Taylor, R. T., & La Cava, G. S. (2011). Urban principals’ second order change leadership. Planning and Changing, 42(3), 224–240 Accessed 9 February 2022 https://files.eric.ed.gov/fulltext/EJ975994.pdf
   Google Scholar
• Theoharis, G., & Haddix, M. (2011). Undermining racism and a whiteness ideology: White principals living a commitment to equitable and excellent schools. Urban Education, 46(6), 1332–1351. https://doi.org/10.1177/0042085911416012
   Web of Science ®Google Scholar
• Thomsen, J. (2014). 50 state comparison: Teacher tenure/continuing contract policies. Education Commission of the States
   Google Scholar
• Torraco, R. J. (2005). Writing integrative literature reviews: Guidelines and examples. Human Resource Development Review, 4(3), 356–367. https://doi.org/10.1177/1534484305278283
   Google Scholar
• Wayman, J. C. (2005). Involving teachers in data-driven decision making: Using computer data systems to support teacher inquiry and reflection. Journal of Education for Students Placed at Risk (JESPAR), 10(3), 295–308. https://doi.org/10.1207/s15327671espr1003_5
   Google Scholar
• Wayman, J. C., & Cho, V. (2009). Preparing educators to effectively use student data systems. In T. J. Kowalski & T. J. Lasley (Eds.), Handbook of data-based decision making in education (pp. 89–104). Routledge
   Google Scholar
• 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), 549–571. https://doi.org/10.1086/505059
   Web of Science ®Google Scholar
• Wayman, J. C., Stringfield, S., & Yakimowski, M. (2004). Software enabling school improvement through analysis of student data. Report
   Google Scholar
• Weinstock, J. (2009). Data-driven decision-making: Mission accomplished. T.H.E. Journal, 36(2), 28–32 Retrieved 9 February 2022 https://www.learntechlib.org/p/77092/
   Google Scholar
• Wohlstetter, P., Datnow, A., & Park, V. (2008). Creating a system for data-driven decision-making: Applying the principal-agent framework. School Effectiveness and School Improvement, 19(3), 239–259. https://doi.org/10.1080/09243450802246376
   Web of Science ®Google Scholar
• Yoon, S. Y. (2016). Principals’ data-driven practice and its influences on teacher buy-in and student achievement in comprehensive school reform models. Leadership and Policy in Schools, 15(4), 500–523. https://doi.org/10.1080/15700763.2016.1181187
   Web of Science ®Google Scholar
• Young, V. M. (2006). Teachers’ use of data: Loose coupling, agenda setting, and team norms. American Journal of Education, 112(4), 521–548. https://doi.org/10.1086/505058
   Web of Science ®Google Scholar
• Young, C., McNamara, G., Brown, M., & O’Hara, J. (2018). Adopting and adapting: School leaders in the age of data-informed decision making. Educational Assessment, Evaluation and Accountability, 30(2), 133–158. https://doi.org/10.1007/s11092-018-9278-4
   Web of Science ®Google Scholar