Capacity building: data- and research-informed development of schools and teaching practices in Denmark and Norway

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Based on experiences from a number of large scale data- and research-informed school development projects in Denmark and Norway, led by the author, three hypotheses are discussed: that an effective way of linking research and practice is achieved (1) using a capacity building approach, that is, to collaborate in the practical school context through a problem-based learning approach (the capacity building hypothesis); (2) that data- and research-informed professional competence support and development of learning environments will increase the professional capital (individual, social and decisional capital) of teachers and school leaders (the output effect hypothesis); (3) that data- and research-informed professional competence support and development of learning environments will have a positive impact on students' learning achievements and well-being (the outcome effect hypothesis). Referring to correlational analyses of data from one of the school development projects, the outcome effect hypothesis is supported.

OriginalsprogEngelsk
TidsskriftEuropean Journal of Teacher Education
Vol/bind39
Nummer5
Sider (fra-til)564-576
Antal sider13
ISSN0261-9768
DOI
StatusUdgivet - 2016

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