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This article is about developing school-based self-assessing recursive pedagogies and case/action research practices and/or approaches in schools, and teachers, teacher researchers and researchers simultaneously producing and theorising their own practices using second-order cybernetics as a thinking tool. It is a move towards pragmatic data-driven pedagogies and research and away from traditional hypothesis-driven activities.

Becoming with Data: Developing Self-Assessing Recursive Pedagogies in Schools and Using Second-Order Cybernetics as a Thinking Tool