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Interventions to Promote Data Use: An Introduction by Erica O. Turner & Cynthia E. Coburn — 2012Setting the stage for the special issue, this article discusses the increased attention to data use in policy and practice, provides an overview of the major ways that scholars have studied data use, highlights the limitations of the extant research, summarizes the contributions of the articles in this special issue to addressing these limitations, and previews the articles that follow.To view the full-text for this article you must be signed-in with the appropropriate membership. Please review your options below:
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- Erica Turner
University of Wisconsin-Madison
E-mail Author
ERICA O. TURNER is an assistant professor of educational policy studies at the University of Wisconsin-Madison. She studies educational policy in urban school districts. Her research investigates actors’ meaning-making and on-the-ground policy work as it unfolds in the shifting demographic, political, and economic contexts of urban schools. One facet of this research agenda examines the politics of data use in instructional policy-making. Recent publications include: “Research on Data Use: A Framework and Analysis,” Measurement: Interdisciplinary Research and Perspectives (2012), and “The Practice of Data Use: An Introduction,” American Journal of Education (2012), both with Cynthia E. Coburn.
- Cynthia E. Coburn
University of California, Berkeley
E-mail Author
CYNTHIA E. COBURN is an associate professor in the Graduate School of Education at University of California, Berkeley. Her research investigates the relationship between instructional policy and teachers’ classroom practices in urban schools. To date, Coburn has investigated this issue in a series of studies that tackle critical issues facing public schools: the relationship between reading policy and teachers’ classroom practice, the scale-up of innovative mathematics curricula, data use at the district level, and the relationship between research and practice for school improvement.
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