[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-31478":3,"doc-seo-31478":27},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":4,"category_id":11,"category_name":12,"doc_title":13,"doc_description":14,"file_id":15,"file_url":16,"file_type":17,"file_size":18,"view_count":4,"is_deleted":4,"is_public":19,"is_downloadable":19,"audit_status":19,"page_count":20,"language":21,"language_code":22,"table_of_contents":23,"faqs":24,"seo_title":13,"seo_description":14,"update_tm":25,"read_time":26},31478,4398048950312,"Violet","https://ap-avatar.wpscdn.com/avatar/400002538284de19e3c?_k=1778320343897328908",8,"Research & Report","Digital Data in New Zealand Schools Policy Reform and School Leadership","The article examines how the growing availability of digital data in New Zealand schools has evolved alongside education policy reform since 1989. As neoliberal principles promoted competition, choice, and self-managing schools, achievement measurement and benchmarking expanded to support accountability. Using Hargreaves and Shirley’s ‘Four Ways’ framework, the study analyses national policy influence on data use, school–policymaker power relations, and leadership challenges, based on interviews in 16 schools. Findings highlight tensions between accountability reporting and school-based decisionmaking, plus equity impacts from economies of scale in marketised education.","cbCaia6V7VymahrJ","https://ap.wps.com/l/cbCaia6V7VymahrJ","pdf",227481,1,19,"English","en","# Abstract\n# Background\n## Definition and role of digital data\n# Education reform context since the 1980s\n## Neoliberal principles and Four Way framework\n# Interview-based study and findings\n## Data types and usage in self-managing schools\n## Tensions and systemic influences","[{\"question\":\"How does the article connect education policy reform to the use of digital data in New Zealand schools?\",\"answer\":\"It links the post-1989 shift toward neoliberal policy principles to the expansion of digital data for achievement measurement, benchmarking, and accountability targets. This national direction shaped how data is used in schools and leadership practices.\"},{\"question\":\"What framework does the article use to analyse education policy change, and what does it focus on?\",\"answer\":\"It uses Hargreaves and Shirley’s ‘Four Ways’ characterisation. The framework supports analysis of how national policy influences data use, power relations between schools and policymakers, and leadership challenges.\"},{\"question\":\"What challenges for school leaders emerge from the study’s findings?\",\"answer\":\"Leaders face tension between data required for accountability reporting and data needed for school-based decisionmaking. The research also highlights inequities driven by economies of scale and marketisation that affect access to tools, knowledge, and expertise for effective data use.\"}]",1779570074,48,{"code":4,"msg":28,"data":29},"ok",{"site_id":30,"language":22,"slug":31,"title":13,"keywords":32,"description":14,"schema_data":33,"social_meta":84,"head_meta":86,"extra_data":88,"updated_unix":25},105,"digital-data-in-new-zealand-schools-policy-reform-and-school-leadership","",{"@graph":34,"@context":83},[35,52,66],{"@type":36,"itemListElement":37},"BreadcrumbList",[38,42,46,49],{"item":39,"name":40,"@type":41,"position":19},"https://docshare.wps.com","Home","ListItem",{"item":43,"name":44,"@type":41,"position":45},"https://docshare.wps.com/document/","Document",2,{"item":47,"name":12,"@type":41,"position":48},"https://docshare.wps.com/document/research-report/",3,{"item":50,"name":13,"@type":41,"position":51},"https://docshare.wps.com/document/digital-data-in-new-zealand-schools-policy-reform-and-school-leadership/31478/",4,{"url":50,"name":13,"@type":53,"author":54,"headline":13,"publisher":56,"fileFormat":59,"description":14,"dateModified":60,"datePublished":60,"encodingFormat":59,"isAccessibleForFree":61,"interactionStatistic":62},"DigitalDocument",{"name":9,"@type":55},"Person",{"url":39,"name":57,"@type":58},"DocShare","Organization","application/pdf","2026-05-23",true,{"@type":63,"interactionType":64,"userInteractionCount":4},"InteractionCounter",{"@type":65},"ViewAction",{"@type":67,"mainEntity":68},"FAQPage",[69,75,79],{"name":70,"@type":71,"acceptedAnswer":72},"How does the article connect education policy reform to the use of digital data in New Zealand schools?","Question",{"text":73,"@type":74},"It links the post-1989 shift toward neoliberal policy principles to the expansion of digital data for achievement measurement, benchmarking, and accountability targets. This national direction shaped how data is used in schools and leadership practices.","Answer",{"name":76,"@type":71,"acceptedAnswer":77},"What framework does the article use to analyse education policy change, and what does it focus on?",{"text":78,"@type":74},"It uses Hargreaves and Shirley’s ‘Four Ways’ characterisation. The framework supports analysis of how national policy influences data use, power relations between schools and policymakers, and leadership challenges.",{"name":80,"@type":71,"acceptedAnswer":81},"What challenges for school leaders emerge from the study’s findings?",{"text":82,"@type":74},"Leaders face tension between data required for accountability reporting and data needed for school-based decisionmaking. The research also highlights inequities driven by economies of scale and marketisation that affect access to tools, knowledge, and expertise for effective data use.","https://schema.org",{"og:url":50,"og:type":85,"og:title":13,"og:site_name":57,"og:description":14},"article",{"robots":87,"canonical":50},"index,follow",{"doc_id":7,"site_id":30}]