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Principals' evidence-based practice - findings from German schools

机译：校长循证实践-德国学校的调查结果

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Purpose - In Germany, principals' working environments are data-rich for school improvement purposes in a rather low-stakes test-regime. An effective use of externally as well as internally generated data, also known as data wise leadership, is considered to be a key competence of successful principals. The purpose of this paper is to describe data use practices in German schools, especially focussing on schools facing challenging circumstances. Design/methodology/approach - The paper draws on findings from two projects funded by the German Federal Ministry of Education and Research. A standardized questionnaire study was conducted to measure the usage of available data for school improvement quantitatively. The perceived usefulness, the reflection upon, and the use of information sources by principals were measured. Moreover, semi-structured interviews with school leaders from schools in deprived areas were conducted, transcribed and analyzed by means of qualitative content analysis. Findings - The results showed that internal sources of information were used frequently while (international) student assessment, statewide comparative tests, and school inspections proved to be of relatively little use for the principals' professional practice. Moreover, there was a discrepancy between the perceived usefulness of information sources and the actual use of the data. Originality/value - In contrast to the USA, for example, research on educational leadership and principals' data use - particularly at schools in challenging circumstances - is rather limited in Germany. This paper seeks to take up this desideratum.
机译：目的-在德国，校长的工作环境是数据丰富的，目的是在相当低的考试方式中改善学校。有效使用外部和内部生成的数据（也称为数据明智的领导力）被视为成功的校长的关键能力。本文的目的是描述德国学校的数据使用实践，特别是针对面临挑战的学校。设计/方法/方法-本文借鉴了德国联邦教育与研究部资助的两个项目的发现。进行了标准化的问卷调查，以定量评估可用于改进学校的可用数据的使用情况。衡量了校长的感知有用性，对信息源的反思和使用。此外，还通过定性内容分析对贫困地区学校的学校领导进行了半结构式访谈，抄录和分析。调查结果-结果表明，内部信息来源经常被使用，而（国际）学生评估，州范围内的比较测试和学校检查被证明对校长的专业实践没有多大用处。此外，信息源的实用性与数据的实际使用之间存在差异。原创性/价值-例如，与美国相反，德国对教育领导力和校长数据使用的研究（特别是在处境艰难的学校中）非常有限。本文试图解决这个问题。

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