ADORE
发表于 2025-3-26 22:45:51
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的事物
发表于 2025-3-27 04:46:48
Ian K. M. Morton,Judith M. Halll is that data are not used. Policy may also influence the use of data, as well as its enablers and barriers. Finally, we argue that if data are used in a desirable manner this can lead to school leader, teacher, and student learning (e.g., increased student achievement).
秘方药
发表于 2025-3-27 06:41:22
Ian K. M. Morton,Judith M. Hallts data use. Finally, they argue that with regard to data-based decision making, the emphasis should not be on the data, but on the quality of knowledge that emerges from this process. Good knowledge is founded by asking good questions, having good data, and engaging in good thinking.
涂掉
发表于 2025-3-27 10:56:52
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路标
发表于 2025-3-27 17:14:05
Ian K. M. Morton,Judith M. Hallter should overlap, but sometimes the available data are not needed and sometimes needed data are not available. In this chapter, we also discuss why teachers and school leaders should use data. Finally, the process of using data and the different ways data can and should be used is described.
里程碑
发表于 2025-3-27 21:47:31
Book 2013cted 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..
palpitate
发表于 2025-3-28 00:00:45
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patriot
发表于 2025-3-28 04:22:38
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横截,横断
发表于 2025-3-28 07:16:10
Conclusions and a Data Use Framework,l is that data are not used. Policy may also influence the use of data, as well as its enablers and barriers. Finally, we argue that if data are used in a desirable manner this can lead to school leader, teacher, and student learning (e.g., increased student achievement).
Decongestant
发表于 2025-3-28 11:07:29
Data Use: Where to from Here?,ts data use. Finally, they argue that with regard to data-based decision making, the emphasis should not be on the data, but on the quality of knowledge that emerges from this process. Good knowledge is founded by asking good questions, having good data, and engaging in good thinking.