LCT-5005

Curran, F. C., Carlo, S., & Harris-Walls, K. (2024). Making the Data Visible: A Systematic Review of Systems-Level Data Dashboards for Leadership and Policy in Education. Review of Educational Research, 1.
This systematic review analyzes systems-level educational data dashboards and finds that while dashboards are increasingly used to guide decision-making in K–12 education, there remains limited research on their design, usage, and impact, particularly beyond academic metrics.

Filderman, M. J., & Gesel, S. A. (2024). Data teams: A collaborative approach to intensifying intervention using student data. Teaching Exceptional Children, 56(6), 482–491.
This article outlines a structured, school-wide model for implementing data teams that use student data collaboratively to intensify academic interventions and improve instructional decision-making.

Lynch, D., Vo, H., Yeigh, T., Marcoionni, T., Madden, J., & Turner, D. (2025). Action research communities as a whole-of-school teaching improvement initiative: a multi-method multi-informant study: Action research communities as a whole-of-school teaching improvement initiative: D. Lynch et al. Australian Educational Researcher (Springer Science & Business Media B.V.), 52(2), 1133–1162.
This multi-method study evaluates a schoolwide initiative in Australia where collaborative action research (CAR) and professional learning communities (PLCs) led to measurable improvements in student reading and math performance and enhanced teacher collaboration and data use.

Nian Meng, & Natchanun Sermsri. (2024). Integration of Big Data and AI in Educational Leadership Practices: Opportunities and Challenges. Eurasian Journal of Educational Research (EJER), 111, 47–67.
This study explores how Big Data and AI can transform educational leadership through personalized learning, strategic planning, and data-informed decision-making, while highlighting the ethical, technological, and human-capacity challenges that accompany their implementation.