"I argue that much of the current education reform movement [uses] reductive notions of data to create the appearance of growth as opposed to authentic and sustainable growth in pedagogical practice and outcomes.
Data tell a story. How we select, manage, organize, and report those data influences the story in two ways: (1) it reveals our values and priorities and (2) it has the power to shape, highlight, and/or obscure the knowledge it purports to share. Software and information systems play a central role here as the logic they rely on to structure and use data saturates educational practice (Lynch)."
Golden, N. (2014). Education reform and potemkin villages: expanding conceptions of “data.” English Journal, 104(2), 115-117.
National Council of Teachers of English
Curriculum and Social Inquiry Commons, Educational Assessment, Evaluation, and Research Commons, Educational Leadership Commons, Other Education Commons, Social and Philosophical Foundations of Education Commons
This article was originally published in English Journal, volume 104, issue 2, in 2014.