Principals' Evidence-Based Practice--Findings from German Schools

Autor/inn/en	Demski, Denise; Racherbäumer, Kathrin
Titel	Principals' Evidence-Based Practice--Findings from German Schools
Quelle	In: International Journal of Educational Management, 29 (2015) 6, S.735-748 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-354X
DOI	10.1108/IJEM-06-2014-0086
Schlagwörter	Foreign Countries; Principals; Questionnaires; Semi Structured Interviews; Content Analysis; Instructional Leadership; Educational Improvement; Disadvantaged Schools; Measures (Individuals); Educational Administration; Germany + Suchen Sie Ihr Suchwort? Ausland; Principal; Schulleiter; Fragebogen; Inhaltsanalyse; Instruction; Leadership; Bildung; Erziehung; Führung; Teaching improvement; Unterrichtsentwicklung; Messdaten; Bildungsverwaltung; Schuladministration; Schulverwaltung; Deutschland
Abstract	Purpose: In Germany, principals' working environments are data-rich for school improvement purposes in a rather low-stakes test-regime. An effective use of externally as well as internally generated data, also known as data wise leadership, is considered to be a key competence of successful principals. The purpose of this paper is to describe data use practices in German schools, especially focussing on schools facing challenging circumstances. Design/methodology/approach: The paper draws on findings from two projects funded by the German Federal Ministry of Education and Research. A standardized questionnaire study was conducted to measure the usage of available data for school improvement quantitatively. The perceived usefulness, the reflection upon, and the use of information sources by principals were measured. Moreover, semi-structured interviews with school leaders from schools in deprived areas were conducted, transcribed and analyzed by means of qualitative content analysis. Findings: The results showed that internal sources of information were used frequently while (international) student assessment, statewide comparative tests, and school inspections proved to be of relatively little use for the principals' professional practice. Moreover, there was a discrepancy between the perceived usefulness of information sources and the actual use of the data. Originality/value: In contrast to the USA, for example, research on educational leadership and principals' data use - particularly at schools in challenging circumstances - is rather limited in Germany. This paper seeks to take up this desideratum. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01