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Sorting pupils into their next educational track

How strongly do teachers rely on data-based or intuitive processes when they make the transition decision?

Rechten: Alle rechten voorbehouden

Sorting pupils into their next educational track

How strongly do teachers rely on data-based or intuitive processes when they make the transition decision?

Rechten: Alle rechten voorbehouden

Samenvatting

For many years, teachers’ intuitive evaluations of pupils’ competences was considered to be a solid base for decisions; it is only recently that teachers have been expected more and more to use data. We state that insights on intuitive and data-driven approaches need to be integrated to understand and support informed, professional decisions in education. Starting from an integrated framework we studied teachers’ decision process regarding the transition of 30 pupils during their last year of primary education within a case study design. Results describe different approaches to decision-making. Some teachers greatly rely on intuitive processes when they ultimately make the decision, even if data was collected. Other teachers combine and weigh information deriving from deliberate processes of data use and from intuitive recognition before they decide. Implications for theory and practice are explained.

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OrganisatieHogeschool Utrecht
AfdelingKenniscentrum Leren en Innoveren
LectoraatBeroepsonderwijs
Gepubliceerd inStudies in Educational Evaluation Elsevier
Datum2020-03
TypeArtikel
DOI10.1016/j.stueduc.2020.100865
TaalEngels

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