Examining the theoretical positionings of data use interventions: A scoping review

Abstract

Studies of data use tend to focus on empirical work, with a corresponding lack of theorization. We conducted a scoping review drawing on hermeneutics to understand how researchers theoretically position data use interventions and how they see this positioning as contributing to improvements in student achievement. Twelve interventions were identified across 76 publications. Eight interventions did not self-identify as data use interventions. However, data use was central to their intervention, and their theoretical positionings overlapped with those that were self-identified as such. Theoretical positionings drew on assessment, content area theories, professional learning, and the theoretical underpinnings of particular research approaches. We discuss the implications of defining the field of data use.