Partnerships for Inclusive Practices in Data-Use Teacher Communities

Abstract

This article examines inclusive practices through the implementation of a data-use model in a partnership between a university and schools in a Norwegian region. Although inclusion is a key educational policy goal, research shows that its realisation in practice remains uneven. National policy documents therefore emphasise that school improvement should be developed collaboratively between universities and district leaders to build local professional capacity. In this study, 290 teachers from 18 schools participated in a questionnaire assessing the quality of support, training, leadership and their work with the data-use model, as well as perceived outcomes for teachers’ practice and students’ learning. Quantitative and qualitative analyses were conducted. Results from the factor analysis identified two components, ‘Quality’ and ‘Outcomes’, with high internal consistency. Teachers rated the quality of implementation structures higher than the outcomes achieved so far, and a strong correlation (r = 0.667) indicated that higher perceived quality was associated with more positive outcomes. The qualitative results indicated perceived improvements in classroom management, feedback practices, adapted instruction, analytical competence, shared pedagogical practice, and reflective collaboration. Regarding student learning, teachers reported fewer changes but described some examples of improved learning environments, knowledge and skills. The study suggests that structured partnerships, leadership support and teacher communities may be important conditions for translating data-driven analysis into inclusive teaching practices.