Instructional Decision Making in Two Middle Schools PDF Download
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Author: Omar Castillo
Publisher:
ISBN:
Category : Instructional systems
Languages : en
Pages : 332
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Book Description
This study examined Instructional Decision Making (IDM) as a comprehensive system of student support. It sought to determine the implementation process of IDM in two middle schools and their systems of academic and social/behavioral support for middle school students.
Author: Omar Castillo
Publisher:
ISBN:
Category : Instructional systems
Languages : en
Pages : 332
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Book Description
This study examined Instructional Decision Making (IDM) as a comprehensive system of student support. It sought to determine the implementation process of IDM in two middle schools and their systems of academic and social/behavioral support for middle school students.
Author: Kevin Suchinski
Publisher:
ISBN:
Category : Middle schools
Languages : en
Pages : 468
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Book Description
This study of two middle schools examines the implementation of Response to Interventions (RtI) as a systematic and comprehensive support system intended to address the social, emotional, and academic needs of students. Consideration is given to the impact of RtI on the core tenets of middle school practices that emphasize collegial collaboration in interdisciplinary teams.
Author: Deborah Lynn Sardo
Publisher:
ISBN:
Category : Curriculum planning
Languages : en
Pages : 518
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Book Description
Author: Jerry A. Redman
Publisher:
ISBN: 9781680752144
Category : Curriculum planning
Languages : en
Pages : 160
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Book Description
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: Sherrel Bergmann
Publisher: National Education Assn
ISBN: 9780810615281
Category : Adolescence.
Languages : en
Pages : 64
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Book Description
Early adolescence is a time when students require adult assistance to become accurate and effective decision makers and problem solvers. Because of the fragmented nature of society, the family structure, and the schooling process, schools need to establish a nonthreatening environment in which students can discuss the issues related to growing up. A decision-making course in the middle school can become that program. Results of the first six years of the decision-making course at Elm Place Middle School in Highland Park, Illinois, are described, illustrating a definite positive response on the part of all students. The logistics for designing and implementing such a program in the middle school are discussed. Teaching strategies, projects, and activities are outlined. Sample activities are appended along with sample communications to parents and students. (JD)
Author: Blake C. West
Publisher:
ISBN:
Category :
Languages : en
Pages : 544
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Book Description
Author: Lauren Marie Sobolewski-McMahon
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Book Description
The purpose of this study was to examine the influences of various facets of middle school mathematics teachers' practical rationality on their instructional decision making as they plan to enact the Common Core State Standards for Mathematical Practice, CCSS-MP1 (perseverance in problem solving) and CCSS-MP3 (communicating and critiquing). The study expands and confronts some of the literature that lacks specifics to instructional decisions made by middle school mathematics teachers, particularly with regards to their disposition, the operationalization of their MKT, and the connection to the institutional obligations affecting their practical rationality. This study provides insight into three facets impacting middle school mathematics teachers' instructional decision making with regards to CCSS-MP1 and CCSS-MP3. First with regards to teacher disposition, a facilitative role using a problem solving approach is preferred. Secondly, curricular choices are made directly tied to the teachers' MKT. Finally, although the teachers recognized that they had certain obligations to the institution, they also held the belief that the institution was obligated to them as well. The two main obligations required from the institution were the need for professional development provided by the district and appropriate resources that promote problem solving and communication. These results suggest the need for professional development for in-service and preservice teachers in the facilitative approach to mathematics instructions, more time for teachers to work collaboratively in professional learning communities (PLCs), professional development for district administrators, board members and parents with regards to a more rigorous and investigative approach to mathematics instruction.
Author: Lydia R. Rainey
Publisher:
ISBN:
Category :
Languages : en
Pages : 171
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Book Description
Increasingly, educational policies include mandates for school leaders to use data to "drive" their school-level decisions about instructional improvement. Extant research suggests that school leaders are trying to use data in their school-level instructional improvement decisions--decisions that impact instruction across multiple classrooms--but provides little guidance about the types of data school leaders use and how they use them when making such decisions. This dissertation begins to address these gaps through a qualitative, embedded case study of two middle schools implementing data-driven decision making at the school-level. Drawing on concepts from the theory of organizational decision making under conditions of uncertainty and ambiguity, the study relies heavily on observational methods to examine the full breadth of data school leaders use, how they use them, and how data usage relates to the outcomes of the decisions. Findings reveal that the leaders in the two study schools used a broad array of data, including student test scores, data on their schools' resources, data on the implementation of current programs and school operations, and data on potential strategies, programs, or interventions. Because these data were rarely available, the school leaders spent significant amounts of time gathering additional data and they, at times, used their personal knowledge in place of data. Further, this study demonstrates that leaders used these data throughout the decision making process, and that how leaders used these data was related to the outcomes of the decisions.
Author: Frank Musitano
Publisher:
ISBN:
Category : Achievement tests
Languages : en
Pages : 145
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Book Description
This qualitative study considered teachers' perceptions of data use to make instructional decisions. Teachers from two elementary schools, one middle school, and one high school within a rural school district in Southeastern Pennsylvania participated in this study which utilized a researcher-developed survey, focus group questions, and interviews for data collection. Overall, information from this study revealed that teachers demonstrated awareness of different types of available data that can be used to inform instructional decisions for students. The teachers supported the use of classroom-based assessments, progress monitoring, and observations as useful data to affect instructional decisions. The results of this study, as well as information provided by the research community, revealed that there has been a concerted effort on the part of public education to help teachers understand the importance of data and its relevance to instructional decision making. The results also revealed that nearly half of the teachers surveyed did not agree that there was value to using data from the PSSA to make instructional decisions. Participants minimized the importance of benchmark assessments and PVASS as valuable measures to inform instruction.
