TY - JOUR
T1 - Learning to Lead with Data
T2 - From Espoused Theory to Theory-in-Use
AU - Bulkley, Katrina E.
AU - McCotter, Suzanne Schwarz
N1 - Publisher Copyright:
© 2018, © 2018 Taylor & Francis.
PY - 2018/10/2
Y1 - 2018/10/2
N2 - Leaders play a vital role in how data is used to inform school improvement, but little is known about how they both develop their espoused theories about data use during leadership preparation and then refine those ideas when moving to practice and theories-in-use. This article uses longitudinal qualitative data from interviews with participants in alternative leadership preparation programs in New York City. Our analysis led us to two dimensions of data use central to leaders’ approach: leader-driven vs. leader-facilitated data use and highly structured vs. flexible data use, and demonstrates common shifts toward more leader-driven and highly structured approaches.
AB - Leaders play a vital role in how data is used to inform school improvement, but little is known about how they both develop their espoused theories about data use during leadership preparation and then refine those ideas when moving to practice and theories-in-use. This article uses longitudinal qualitative data from interviews with participants in alternative leadership preparation programs in New York City. Our analysis led us to two dimensions of data use central to leaders’ approach: leader-driven vs. leader-facilitated data use and highly structured vs. flexible data use, and demonstrates common shifts toward more leader-driven and highly structured approaches.
UR - http://www.scopus.com/inward/record.url?scp=85020731002&partnerID=8YFLogxK
U2 - 10.1080/15700763.2017.1326144
DO - 10.1080/15700763.2017.1326144
M3 - Article
AN - SCOPUS:85020731002
SN - 1570-0763
VL - 17
SP - 591
EP - 617
JO - Leadership and Policy in Schools
JF - Leadership and Policy in Schools
IS - 4
ER -