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Author: Nicole Barnes
Publisher: Routledge
ISBN: 1351676911
Category : Education
Languages : en
Pages : 195
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Book Description
Cases of Teachers’ Data Use addresses applications of student data beyond theoretical, school-, and district-level examinations by presenting case studies of teachers’ data use in practice. Within the context of data-driven education reform policies, the authors examine the effective and ineffective ways that teachers make use of student data in instruction, evaluation, and planning. Promising practices, based on the empirical research presented, offer strategies and routines for sound data use that can be applied in schools. Chapters written by scholars from diverse methodological perspectives offer readers multiple lenses to use in considering issues of data use such that current theoretical assumptions may be challenged and the field advanced. This uniquely focused yet comprehensive work is an indispensable resource for researchers and students interested in classroom assessment and for professionals looking to support teachers’ use of student performance data for adaptive instruction.
Author: Nicole Barnes
Publisher: Routledge
ISBN: 1351676911
Category : Education
Languages : en
Pages : 195
Get Book Here
Book Description
Cases of Teachers’ Data Use addresses applications of student data beyond theoretical, school-, and district-level examinations by presenting case studies of teachers’ data use in practice. Within the context of data-driven education reform policies, the authors examine the effective and ineffective ways that teachers make use of student data in instruction, evaluation, and planning. Promising practices, based on the empirical research presented, offer strategies and routines for sound data use that can be applied in schools. Chapters written by scholars from diverse methodological perspectives offer readers multiple lenses to use in considering issues of data use such that current theoretical assumptions may be challenged and the field advanced. This uniquely focused yet comprehensive work is an indispensable resource for researchers and students interested in classroom assessment and for professionals looking to support teachers’ use of student performance data for adaptive instruction.
Author: Charles A. Peck
Publisher:
ISBN: 0807764701
Category : Education
Languages : en
Pages : 273
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Book Description
"A collaborative effort between researchers and practitioners, this volume presents lessons learned to assist teacher educators who are engaged daily with the challenges of making data useful and used in their programs. Readers will see how the work carried out in "high data use" teacher education programs strengthened local program identity and coherence"--
Author: Alex J. Bowers
Publisher: IAP
ISBN: 1623967880
Category : Education
Languages : en
Pages : 281
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Book Description
Our fifth book in the International Research on School Leadership series focuses on the use of data in schools and districts as useful information for leadership and decision making. Schools are awash in data and information, from test scores, to grades, to discipline reports, and attendance as just a short list of student information sources, while additional streams of data feed into schools and districts from teachers and parents as well as local, regional and national policy levels. To deal with the data, schools have implemented a variety of data practices, from data rooms, to data days, data walks, and data protocols. However, despite the flood of data, successful school leaders are leveraging an analysis of their school’s data as a means to bring about continuous improvement in an effort to improve instruction for all students. Nevertheless, some drown, some swim, while others find success. Our goal in this book volume is to bring together a set of chapters by authors who examine successful data use as it relates to leadership and school improvement. In particular, the chapters in this volume consider important issues in this domain, including: • How educational leaders use data to inform their practice. • What types of data and data analysis are most useful to successful school leaders. • To what extent are data driven and data informed practices helping school leaders positively change instructional practice? • In what ways does good data collection and analysis feed into successful continuous improvement and holistic systems thinking? • How have school leadership practices changed as more data and data analysis techniques have become available? • What are the major obstacles facing school leaders when using data for decision making and how do they overcome them?
Author: Ellen B. Mandinach
Publisher: Corwin Press
ISBN: 1412982049
Category : Business & Economics
Languages : en
Pages : 281
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Book Description
"Gathering data and using it to inform instruction is a requirement for many schools, yet educators are not necessarily formally trained in how to do it. This book helps bridge the gap between classroom practice and the principles of educational psychology. Teachers will find cutting-edge advances in research and theory on human learning and teaching in an easily understood and transferable format. The text's integrated model shows teachers, school leaders, and district administrators how to establish a data culture and transform quantitative and qualitative data into actionable knowledge based on: assessment; statistics; instructional and differentiated psychology; classroom management."--Publisher's description.
Author: Paul Bambrick-Santoyo
Publisher: John Wiley & Sons
ISBN: 0470548746
Category : Education
Languages : en
Pages : 336
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Book Description
Offers a practical guide for improving schools dramatically that will enable all students from all backgrounds to achieve at high levels. Includes assessment forms, an index, and a DVD.
Author: Molly Jean Coyne
Publisher:
ISBN:
Category :
Languages : en
Pages : 580
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Book Description
Author: Kevin Lawrence Hunt
Publisher:
ISBN:
Category : Educational tests and measurements
Languages : en
Pages : 144
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Book Description
Federal and state accountability obligates public schools to improve standardized test scores for students in certain grades and in certain content areas from year to year. In the name of school improvement district and campus level administrators implement professional learning communities (PLCs) and set expectations for data informed instruction as initiatives to improve test scores and increase student learning. The bulk of this work falls on teachers. Collaborative professional learning and data use is difficult work, and relying entirely on standardized test scores to make decisions is not necessarily best practice. This case study of an elementary school investigated teachers' perceptions of PLC experiences and collaborative data use and whether teachers valued these practices and possessed the levels of expertise and self-efficacy to engage in this work. The study aimed to answer three research questions: What do teachers think about using data in PLC experiences to inform their instructional practices and increase student learning? How do teachers describe their level of expertise regarding data-use knowledge and skills? How can school principals know that teachers possess the confidence and self-efficacy to apply data-use strategies effectively in their daily work? In exploring teachers' perceptions about PLC experiences and collaborative data use, I hoped to gain insight into what teachers valued and what levels of confidence they had regarding this collaborative work. I chose to conduct the study at the school where I am currently the principal believing that my findings would inform my practice as an instructional leader and believing my findings would inform other principals engaged in similar school improvement practices.
Author: Kim Schildkamp
Publisher: Springer Science & Business Media
ISBN: 9400748159
Category : Education
Languages : en
Pages : 221
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Book Description
In a context where schools are held more and more accountable for the education they provide, data-based decision making has become increasingly important. This book brings together scholars from several countries to examine data-based decision making. Data-based decision making in this book refers to making decisions based on a broad range of evidence, such as scores on students’ assessments, classroom observations etc. This book supports policy-makers, people working with schools, researchers and school leaders and teachers in the use of data, by bringing together the current research conducted on data use across multiple countries into a single volume. Some of these studies are ‘best practice’ studies, where effective data use has led to improvements in student learning. Others provide insight into challenges in both policy and practice environments. Each of them draws on research and literature in the field.
Author: Charles Peck
Publisher: Teachers College Press
ISBN: 0807779245
Category : Education
Languages : en
Pages : 273
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Book Description
This book offers concrete examples of how data can be used by faculty, staff, and program leaders to improve their collective work as teacher educators. Strong external accountability mandates often lead to tensions that undermine local morale and motivation. This volume focuses on the practical work of navigating these tensions so that valuable programmatic change can happen. It describes policies and practices drawn from a study of “high data use” teacher education programs from around the country that have strategically engaged the challenges of learning to use data for program improvement. Readers will see how the data-use work carried out in these programs strengthened local program identity and coherence. Representing a collaborative effort between researchers and practitioners, this volume presents lessons learned to assist teacher educators who are engaged daily with the challenges of making data useful and used in their programs. Book Features: Examples of how tensions between external mandates for accountability and program improvement can be navigated in ways that are grounded in local program values.Detailed case study portraits of individual programs that offer a full and action-oriented sense of data use work.Strategies for ensuring that data systems are responsive to multiple stakeholders, such as faculty, administrators, students, and policymakers.A diversity of perspectives and experiences from small liberal arts colleges, large teacher preparation institutions, and research-intensive universities.
Author: Tammy Wu Moriarty
Publisher:
ISBN:
Category : Educational tests and measurements
Languages : en
Pages : 187
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Book Description
Data-driven decision making has become an important educational issue in the United States, primarily because of federal and state emphasis on school accountability and achievement. Data use has been highlighted as a key factor in monitoring student progress and informing decision making at various levels of the education system. Federal and state policies require educators to use data to inform decision making and the assumption is that educators already know how to analyze, interpret, and use data to make informed decisions. The purpose of this study was to gain a better understanding of classroom teachers' engagement in data-driven decision making practices at the micro level. Four research questions guided this investigation: (a) Why and how do select classroom elementary teachers choose specific data to inform their practice?; (b) How are data being used by these teachers to make instructional decisions?; (c) In relation to data use, what practices support instruction? What areas do these teachers seem to struggle with?; (d) What accounts for the variations in this select group of elementary teachers' ability to use and make decisions around data within and across schools? A qualitative case study/cross case analysis design was employed to study classroom teachers at two elementary schools in San Diego County. Interviews, classroom observations, and documents were used to compare and contrast findings within and across cases. The findings suggest that: (a) Teachers used a variety of data in different ways and for different purposes; (b) There were variations in teachers' capacities to engage in data-driven practices; (c) Contextual and cultural differences as well as differences in teachers' perspectives concerning autonomy and ownership of their work may have accounted for differences in teachers' capacities to use data. The findings from this research study have implications for district and school leaders who are intent on improving data use and promoting a culture of continuous learning.
