Data Culture and the Organisation of Teachers’ Work provides an in-depth look at how the political and media scrutiny of teachers, pupils and schools now organises teaching and learning. Spina also examines how educational data is used in schools, and where it fails to take account of the everyday experiences of school leaders, teachers and students.

Drawing on primary research, and discussing practice in relation to the National Assessment Programme: Literacy and Numeracy (NAPLAN), this book discusses the strengths and weaknesses of a data-driven approach, the restrictions this can impose and how to navigate them as a teacher.

Ideal for scholars and postgraduate students of education, this book provides a comprehensive institutional, ethnographic look into the daily lived experiences of teachers, and the effects of standardised testing.

chapter 1|29 pages

Boom! And it’s all about data

chapter 2|21 pages

The datafication of education

chapter 3|20 pages

The production of data

chapter 4|16 pages

Performance management of principals

Data is the only game in town

chapter 5|18 pages

Principal responses

Data stories, data conversations and high yield pedagogies

chapter 6|23 pages

Teachers’ work

A life revolving around data

chapter 7|25 pages

Institutional circuits

Intense and never-ending work

chapter 8|22 pages

Implications and possibilities

Data cultures and the organisation of teachers’ work