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dc.contributor.authorTammets, Kairit
dc.contributor.authorEisenschmidt, Eve
dc.contributor.authorVanari, Kätlin
dc.date.accessioned2021-06-02T10:11:48Z
dc.date.available2021-06-02T10:11:48Z
dc.date.issued2019
dc.identifierONIX_20210602_10.5772/intechopen.89513_419
dc.identifier.urihttps://library.oapen.org/handle/20.500.12657/49305
dc.description.abstractIt has been acknowledged that evidence-driven practices may lead schools to improved instructional practices, student learning, or organizational improvement; still the evidence is underused by the teachers or school leaders. This study focuses on analyzing how to strengthen the evidence-driven school improvement in school-university partnership programs. Five schools learnt over a period of one school year in collaboration with the university coaches how to collect evidence in classroom and organizational level for improvement process. The results of our study illustrate profiles of the schools based on the usage of data-informed evidence, research-based evidence, or both to make decisions in the instructional and organizational level. Enablers and barriers of data use from the perspective of organizational, user, and data characteristics to implement evidence-driven practices are discussed.
dc.languageEnglish
dc.subject.classificationbic Book Industry Communication::J Society & social sciences
dc.subject.otherdata-informed evidence, research-based evidence, evidence-driven school improvement, school-university partnership
dc.titleChapter School-University Partnership for Evidence-Driven School Improvement in Estonia
dc.typechapter
oapen.identifier.doi10.5772/intechopen.89513
oapen.relation.isPublishedBy09f6769d-48ed-467d-b150-4cf2680656a1
oapen.relation.isFundedByH2020-WIDESPREAD-2014-2
oapen.grant.number669074
oapen.grant.acronymCEITER


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