Abstracts
Résumé
La prise de décision fondée sur les données est indispensable dans l’atteinte de l’efficacité des systèmes éducatifs. Les directions d’école doivent constamment adapter leurs pratiques et prendre des décisions concernant les élèves et les ressources à mobiliser dans leurs écoles à travers l’interprétation de données provenant de multiples sources telles que les tests de rendement, les enquêtes scolaires, l’expérience perçue par les employé⋅e⋅s, etc. Bien que les politiques éducatives encouragent le recours aux données dans la gestion scolaire, force est de constater que peu d’attention est accordée aux compétences requises pour une meilleure interprétation des données scolaires. Cette étude critique de nature ontologique, fondée sur l’analyse de 26 documents, vise à présenter l’état des connaissances actuelles sur les compétences en interprétation de données des directions d’école. Des recommandations pratiques sont également formulées aux conseils scolaires et aux universités, et des pistes de recherche futures sont dégagées sur des thématiques à explorer.
Mots-clés :
- données scolaires,
- littératie statistique,
- directions d’école,
- littératie des probabilités,
- prise de décision
Abstract
Evidence-based decision-making is critical to achieving effective education systems. School principals must constantly guide their practices and make the best decisions about students and resources in their schools through the interpretation of data from diverse sources such as achievement tests, school climate surveys, perceived employee experience, etc. Although educational policies encourage the use of data, little attention is paid to the skills required to better interpret them. Based on the analysis of 26 documents, this critical ontological study aims to present the current state of knowledge on school principals’ sensemaking of data. Practical recommendations are also made for school boards and universities, and avenues for further research are identified.
Keywords:
- school data,
- statistical literacy,
- school principals,
- probability literacy,
- decision-making
Resumen
La toma de decisiones basada en datos es indispensable para conseguir la eficiencia de los sistemas educativos. Las direcciones de escuela deben adaptar constantemente sus prácticas y tomar decisiones que conciernen a los alumnos y a los recursos a movilizar a través de la interpretación de datos provenientes de múltiples fuentes, como los tests de rendimiento, las encuestas escolares, la experiencia percibida por los empleados, etc. Aunque las políticas educativas fomentan el recurso a los datos en la gestión escolar, es preciso constatar que se otorga poca atención a las competencias necesarias para una mejor interpretación de los datos escolares. Este estudio crítico de naturaleza ontológica, basado en el análisis de 26 documentos, se propone presentar los conocimientos actuales sobre las competencias en interpretación de datos de las direcciones escolares. Igualmente, formulamos recomendaciones prácticas a los consejos escolares y universitarios y esbozamos pistas de investigación futura sobre temáticas a explorar.
Palabras clave:
- escolares,
- alfabetización estadística,
- direcciones escolares,
- alfabetización de las probabilidades,
- toma de decisiones
Appendices
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