摘要
本研究旨在探究这样一个问题:数据驱动的决策行为如何在学校拓展自主权的过程中起到积极的作用?研究建立在一个前设的基础上,即学校自主权是制度、惯例和主观感受的共同构成物,因此是可能被改变的。研究者通过质性分析,以案例叙事的形式呈现了一所小学的课程变革过程中各方参与到数据驱动的决策之中的意图、意义理解、经验、理念、具体决策和后果,并指出“分布式的领导”、“建立在共同愿景基础上的学校内部数据系统”、“教育行政部门的‘留白’”、“对数据本质的认识转变”和“系统性的数据使用”等学校利用数据做出合理决策的必要条件。
This study focuses on the question of whether data-driven decision making action is a mediating factor between leadership and school autonomy. This question is based on an assumption that school autonomy is not a given, but rather a construct consisted of institution, habit and feelings. It could be changed through reform. In a narrative manner, the process of a school reform that was driven by data is presented, and the attentions, understanding, experience, beliefs, decisions and outcomes are analyzed, which lead to conclusion on the requirements that a reasonable decision could be made, which includes: distributed leadership, inner data system based on shared vision, backwards of educational administration, transfer of data cognition, and systemic data use.
作者
杨帆
杨兰
YANG Fan;&YANG Lan(Research Institute for International and Comparative Education,shanghai Normal University,Shanghai,200234,China;Teacher Education Research Department,Shanghai Teacher Training Center,Shanghai,200234,China)
出处
《全球教育展望》
CSSCI
北大核心
2019年第11期15-27,共13页
Global Education
基金
上海市教卫党委2019年度学生国家安全教育研究重点课题“美国中小学国家安全教育的落实过程研究”的阶段性成果
