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A process evaluation tracked the first three years of a collaborative project involving 18 primary schools and a team of researchers. Findings indicate that a shared vision for learning from data strengthened school learning processes. Principals increasingly developed an inquiry-minded habit, while researchers refined collaboration conditions that enable improvement from data feedback.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/data-feedback-for-school-improvement-the-role-of-researchers-and-school-leaders/593468/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/data-feedback-for-school-improvement-the-role-of-researchers-and-school-leaders/593468.png","ImageObject",300,407,{"name":92,"@type":93},"Jasmine","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the study’s main aim regarding data feedback?","Question",{"text":112,"@type":113},"To understand how researchers and school leaders support school improvement through data feedback under more responsive accountability in the Netherlands.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the process evaluation conducted?",{"text":117,"@type":113},"It evaluated the first three years of a collaborative project with 18 primary schools and researchers, focusing on change processes through data gathering, feedback, and data use.",{"name":119,"@type":110,"acceptedAnswer":120},"What did the results show about school principals and researchers?",{"text":121,"@type":113},"Principals developed a growing inquiry habit of mind, while researchers learned to enhance their role in collaboration by creating conditions that strengthen school improvement from data feedback.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593468,1792231631,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},2336478487870,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Data Feedback for School Improvement: The Role of Researchers and School Leaders  \nFemke P. Geijsel  \nMeta L. Krüger  \nPeter J. C. Sleegers  \nUniversity of Amsterdam, The Netherlands  \nAbstract  \nThe aim of this study is to better understand the role of researchers and school leaders in supporting school improvement through data feedback in the context of more responsive forms of accountability in the Netherlands. A process evaluation was conducted concerning the first three years of a collaborative project of a multi-management group of 18 primary schools and a group of researchers. The results show that implementing a system of data feedback starting from a shared vision on the need to learn from data, fostered processes in the school of learning from data for school improvement. The results also show a growing inquiry habit of mind amongst school principals, whereas the researchers learned how to take their role in the collaboration by providing conditions that enhance school improvement from data feedback. The results indicate that the collaborative process can be characterised by several learning functions and thus contribute to a better understanding of how the conditions for data feedback and school improvement can be enhanced.  \nIntroduction  \nIn the Netherlands, as in many other developed countries, calls for greater educational accountability as integral part of much broader school reform initiatives became insistent in the late 1980s and in the 1990s. Although these calls have been remarkably similar across many countries (Leithwood, Edge, & Jantzi, 1999), different strategies for increasing accountability have been developed, ranging from fostering competition among schools and implementing site-based management together with the increase of power for school governors to national assessment by the Dutch Educational Inspectorate . In many cases, these accountability strategies are the central vehicles for reform and are based on the assumption that holding schools accountable for attaining high standards will motivate schools to improve their quality.  \nThe Australian Educational Researcher, Volume 37, Number 2, August 2010 •59  \nFEMKE P. GEIJSEL, META L. & PETER J. C. SLEEGERS  \nThe trend toward greater autonomy and decentralisation is a distinguished feature of these accountability initiatives. In the last 20 years, Dutch schools have been given greater freedom to create and implement their own policies, organise themselves and manage their own finances (Sleegers & Wesselingh, 1995) . This not only results in more responsibility for schools to account for their actions to parents and students, but it also requires extra effort from the schools inspectorate to ensure that quality is maintained for all students. More recently, policy-makers and researchers have stressed the need for more responsive forms of accountability by using models that try to find a balance between self-evaluations and external evaluations of schools (Mulford, 2005) . The concept of “earned autonomy” developed as part of the implementation of the Dutch Educational Supervision Act (i.e. a renewed framework for the Inspectorate) in 2003 is a good example of a more responsive accountability approach. Earned autonomy involves freedom to manoeuvre beyond prescribed accountability programmes and is meant for schools that have demonstrated that they are performing well according to the inspectorate’s evidence and test results. Accordingly, the renewed inspectorate’s framework demands from schools the capability of developing their own system of quality assurance through self-evaluation (Ehren, Leeuw, & Scheerens, 2005) . The self-evaluation results of the schools should be valid and reliable and provide information about indicators included in the inspectorate’s framework, such as results of student achievement tests, parents’satisfaction with the school, teachers’ job satisfaction. If these requirements are met, schools will be confronted with fewe","cbCairydgjpL3tWy","https://ap.wps.com/l/cbCairydgjpL3tWy","pdf",129430,17,"English","# Introduction\n## Responsive accountability and earned autonomy\n## Project design: data gathering, feedback, and use\n## Purpose of the process evaluation","[{\"question\":\"What is the study’s main aim regarding data feedback?\",\"answer\":\"To understand how researchers and school leaders support school improvement through data feedback under more responsive accountability in the Netherlands.\"},{\"question\":\"How was the process evaluation conducted?\",\"answer\":\"It evaluated the first three years of a collaborative project with 18 primary schools and researchers, focusing on change processes through data gathering, feedback, and data use.\"},{\"question\":\"What did the results show about school principals and researchers?\",\"answer\":\"Principals developed a growing inquiry habit of mind, while researchers learned to enhance their role in collaboration by creating conditions that strengthen school improvement from data feedback.\"}]","Data Feedback for School Improvement - The Role of Researchers and School Leaders | PDF",1792077311,43]