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2 references
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- Vol 5 RE: Chapter 12
data-based decision makingteacher data literacyformative assessment datainstructional adaptationstudent groupingprofessional learning supportcollaborative inquiryimplementation sustainabilityJournal article Evidence summaryAt a glance
Tayem and Bourgeois map how K–12 teachers use data-based decision making and what is known about training, practice, and outcomes. Their scoping review identifies geographic and temporal concentrations in the literature, especially studies from the United States and the Netherlands and clusters published during 2016–2017 and 2020–2022.
Key ideas
Research has focused more on elementary and in-person settings than secondary or online schooling. Across studies, teachers use assessment and other data to identify learner needs, set goals, select or adjust instruction, group students, and monitor progress. Interventions can improve teachers’ data use and sometimes student outcomes, but implementation is constrained by data literacy, beliefs, time, access to usable information, collaboration, leadership, and the alignment of tools with instructional work. One-off training is unlikely to sustain change; teachers benefit from continuing support that joins technical analysis with pedagogical interpretation and opportunities to act on findings.
Why it matters
The authors highlight uneven terminology and methods and call for research in underrepresented contexts, stronger outcome designs, and attention to long-term sustainability. Data should inform professional judgement rather than mechanically dictate decisions.
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- Vol 6 RE: Chapters 6, 7, 14, App A, App D, App E
professional learning inquiryadaptive expertiseknowledge buildingformative assessmentcollaborative inquiryinstructional improvementunderserved learnersschool leadershipBook Evidence summaryAt a glance
Timperley reframes professional development from programmes delivered to teachers into professional learning organised around effects on students. At the book’s centre is an inquiry and knowledge-building cycle: identify what learners need to know and do; examine what educators need to learn; deepen relevant content, pedagogical, and assessment knowledge; create new learning opportunities; and evaluate what changed for students.
Key ideas
Evidence is used diagnostically rather than as a compliance score, and discrepant outcomes become reasons to investigate teaching, context, and assumptions. Professional learning must meet a double demand—offer immediately useful responses while developing adaptable principles teachers can apply to unfamiliar problems. Case examples from New Zealand, Canada, and the United Kingdom illustrate respectful but challenging dialogue, external expertise, formative assessment, collaborative inquiry, and attention to learners who have been underserved. School leaders influence whether inquiry is safe, focused, resourced, and sustained; facilitators need expertise in both content and adult learning.
Why it matters
The book rejects evaluating professional learning by participation or satisfaction alone. Its test is whether educators build adaptive expertise and create demonstrably better opportunities, engagement, learning, and well-being for students.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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