Leadership for Student Participation in Data-Use Professional Learning Communities
Student participation in educational decision making, for example, through data-informed decision making, can have a positive effect on student well-being, engagement, and performance. Teachers play a crucial role in student participation, and leadership is a main factor influencing teacher professi...
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| Format: | Article |
| Language: | English |
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MDPI AG
2025-04-01
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| Series: | Education Sciences |
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| Online Access: | https://www.mdpi.com/2227-7102/15/5/548 |
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| author | Hilde Forfang Cindy Louise Poortman Mette Marit Jenssen Kim Schildkamp |
| author_facet | Hilde Forfang Cindy Louise Poortman Mette Marit Jenssen Kim Schildkamp |
| author_sort | Hilde Forfang |
| collection | DOAJ |
| description | Student participation in educational decision making, for example, through data-informed decision making, can have a positive effect on student well-being, engagement, and performance. Teachers play a crucial role in student participation, and leadership is a main factor influencing teacher professional development, which can lead to improved experiences and outcomes for students. In this study, we aimed to combine the benefits associated with data-informed decision making with those associated with Professional Learning Communities. Moreover, we included students as PLC participants. This study therefore focuses on the question how school leaders can support teachers in connection with student participation in data-use PLCs. Based on previous research, we used leadership core functions needed for successful PLCs to describe school leaders’ roles in an approach to student participation that combines the pedagogical analysis model and Shier’s model for student participation. School leaders and teachers from five schools participating in the previous study were interviewed to describe school leaders’ roles. The findings show what concrete school leader activities can support teachers in connection with student participation in data-use PLCs and what implications this has for practice, policy, and further research. |
| format | Article |
| id | doaj-art-e44ed606dfd34da590fbfe671d8f7af8 |
| institution | DOAJ |
| issn | 2227-7102 |
| language | English |
| publishDate | 2025-04-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj-art-e44ed606dfd34da590fbfe671d8f7af82025-08-20T03:14:41ZengMDPI AGEducation Sciences2227-71022025-04-0115554810.3390/educsci15050548Leadership for Student Participation in Data-Use Professional Learning CommunitiesHilde Forfang0Cindy Louise Poortman1Mette Marit Jenssen2Kim Schildkamp3Center for Studies of Educational Practice (SePU), University of Inland Norway, P.O. Box 400, 2418 Elverum, NorwayCenter for Studies of Educational Practice (SePU), University of Inland Norway, P.O. Box 400, 2418 Elverum, NorwayCenter for Studies of Educational Practice (SePU), University of Inland Norway, P.O. Box 400, 2418 Elverum, NorwayCenter for Studies of Educational Practice (SePU), University of Inland Norway, P.O. Box 400, 2418 Elverum, NorwayStudent participation in educational decision making, for example, through data-informed decision making, can have a positive effect on student well-being, engagement, and performance. Teachers play a crucial role in student participation, and leadership is a main factor influencing teacher professional development, which can lead to improved experiences and outcomes for students. In this study, we aimed to combine the benefits associated with data-informed decision making with those associated with Professional Learning Communities. Moreover, we included students as PLC participants. This study therefore focuses on the question how school leaders can support teachers in connection with student participation in data-use PLCs. Based on previous research, we used leadership core functions needed for successful PLCs to describe school leaders’ roles in an approach to student participation that combines the pedagogical analysis model and Shier’s model for student participation. School leaders and teachers from five schools participating in the previous study were interviewed to describe school leaders’ roles. The findings show what concrete school leader activities can support teachers in connection with student participation in data-use PLCs and what implications this has for practice, policy, and further research.https://www.mdpi.com/2227-7102/15/5/548leadership core functionsdata usestudent participationprofessional learning communities |
| spellingShingle | Hilde Forfang Cindy Louise Poortman Mette Marit Jenssen Kim Schildkamp Leadership for Student Participation in Data-Use Professional Learning Communities Education Sciences leadership core functions data use student participation professional learning communities |
| title | Leadership for Student Participation in Data-Use Professional Learning Communities |
| title_full | Leadership for Student Participation in Data-Use Professional Learning Communities |
| title_fullStr | Leadership for Student Participation in Data-Use Professional Learning Communities |
| title_full_unstemmed | Leadership for Student Participation in Data-Use Professional Learning Communities |
| title_short | Leadership for Student Participation in Data-Use Professional Learning Communities |
| title_sort | leadership for student participation in data use professional learning communities |
| topic | leadership core functions data use student participation professional learning communities |
| url | https://www.mdpi.com/2227-7102/15/5/548 |
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