学校如何利用数据拓展自主权:一项案例研究  

How Do School Extend Autonomy through Data Use: A Case Study

作　　者：杨帆[1] 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)

机构地区：[1]上海师范大学国际与比较教育研究院副教授,上海200234 [2]上海市师资培训中心教师教育研究部讲师,上海200234

出　　处：《全球教育展望》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

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.

关 键 词：数据驱动 决策 学校自主权 结构化理论 校长领导力 教育质性研究 

分 类 号：G627[文化科学—教育学]