Data driven decision making processes for pedagogical purposes in the case of Latin and South American bi-lingual international schools
Gregory, Christopher Robert
View fulltext online
Citation:Gregory, C. R. (2012). Data driven decision making processes for pedagogical purposes in the case of Latin and South American bi-lingual international schools. (Unpublished document submitted in partial fulfilment of the requirements for the degree of Master of Educational Leadership and Management). Unitec Institute of Technology, Auckland, New Zealand. Retrieved from https://hdl.handle.net/10652/1969
Permanent link to Research Bank record:https://hdl.handle.net/10652/1969
A student’s educational journey is one that is governed by decision makers. There is very little research examining the decision making processes of Latin and South American bi-lingual international schools and the use being made of information gained from the analysis of this recorded data. Many aspects of student performance are measured and recorded, then reported in some manner. Decisions are made for and about students in a manner that is, at best, rational and reasoned, but in reality may be ad-hoc and reactionary without resorting to data or information that could affect the decision and its ramifications. Data Driven Decision Making (DDDM) potentially provides a structure that affords strength and transparency to the decision making process. There were three research questions that guided this study. Why is DDDM important in an educational context? What are the issues and challenges surrounding the use of DDDM in relation to making pedagogical decisions within Latin American bi-lingual international schools? What are the issues surrounding the use of digital technologies in procuring and analysing relevant data within Latin American bi-lingual international schools? Key issues from the Literature Review focus on defining aspects of Data Driven Decision Making processes, ensuring that the data being used is valid, identifying the issues and challenges created by staff development and use of DDDM processes, and discussing the issues and challenges surrounding the use of digital technologies for collecting and analysing data. An interpretative viewpoint was adopted to analyse qualitative data generated from a written questionnaire, which was then followed up with three interviews forming a Case Study of nine Latin American bi-lingual international schools affiliated to Latin American Heads Conference (LAHC). Six key issues arose from the findings of the research processes which mirrored corresponding themes in the literature. These issues are discussed in relation to the theory base and were combined into two categories which are: People Related Issues and Systems Related Issues. A series of recommendations, combined with a suggested set of principles to follow when employing DDDM, were generated to help management consider and understand the issues and challenges of implementing DDDM processes.