Transforming Teaching and Learning Through Data-Driven Decision Making PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download Transforming Teaching and Learning Through Data-Driven Decision Making PDF full book. Access full book title Transforming Teaching and Learning Through Data-Driven Decision Making by Ellen B. Mandinach. Download full books in PDF and EPUB format.
Author: Ellen B. Mandinach
Publisher: Corwin Press
ISBN: 1412982049
Category : Business & Economics
Languages : en
Pages : 281
Get Book Here
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: Ellen B. Mandinach
Publisher: Corwin Press
ISBN: 1412982049
Category : Business & Economics
Languages : en
Pages : 281
Get Book Here
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: Omar Castillo
Publisher:
ISBN:
Category : Instructional systems
Languages : en
Pages : 332
Get Book Here
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: Deborah Lynn Sardo
Publisher:
ISBN:
Category : Curriculum planning
Languages : en
Pages : 518
Get Book Here
Book Description
Author: Jerry A. Redman
Publisher:
ISBN: 9781680752144
Category : Curriculum planning
Languages : en
Pages : 160
Get Book Here
Book Description
Author: Alex J. Bowers
Publisher: IAP
ISBN: 1623967880
Category : Education
Languages : en
Pages : 281
Get Book Here
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: Sherrel Bergmann
Publisher: National Education Assn
ISBN: 9780810615281
Category : Adolescence.
Languages : en
Pages : 64
Get Book Here
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: Tracy Renee Epp
Publisher:
ISBN:
Category :
Languages : en
Pages : 280
Get Book Here
Book Description
This study examined how higher performing middle schools in the Rio Grande Valley use data to drive instructional decisions. Three research questions guided this study: (a) to what extent do higher performing, Title-1, middle schools in the Rio Grande Valley utilize data to make schoolwide instructional decisions; (b) how does the principal support data use for instructional decision-making; and (c) what do teachers perceive to be the processes that have led to the current level of data use in instructional decision making? A mixed-methods multiple-case study included middle schools that were drawn from a list of higher performing schools according to Just for the Kids and the National Center for Educational Achievement. To be included in the study, schools had to be located in the Rio Grande Valley, Texas, specifically in the counties of Starr, Cameron or Hidalgo. Additionally, the schools needed to be designated a Title-1 school, according to federal criteria. Data for the study was collected using a survey, followed by one-on-one interviews. Descriptive analyses was then conducted using the survey data. The interview data was analyzed using first-level coding followed by the use of cross case analysis to determine themes common to all cases. The findings from this research revealed that data is used extensively in the schools studied; primarily to determine the instructional scope of what is taught. It was found that while data use was extensive, the source and purpose of data use was limited to that which was directly tied to the state-administered assessment (TAKS). The second major finding was that principals create the necessary conditions for data use that becomes an embedded practice, where teachers can take risks with their colleagues in reviewing and using data. This study concludes that more principals can lead their schools to greater levels of data use by creating the necessary conditions for change. At the same time, the findings suggest that there is a need for leaders at all levels to examine and mitigate the unintended consequences of data use that is derived from a single-source and for a single purpose--that is, performance on the state exam (TAKS).
Author: Kelly Cameron Taylor
Publisher:
ISBN:
Category : Educational technology
Languages : en
Pages : 382
Get Book Here
Book Description
The purpose of this mixed methods collective case study was to determine the best use of formative assessment data generated by the web-based program Study Island in the planning and implementation of instruction. The study utilized quantitative data collected through teacher surveys then triangulated qualitative teacher focus group and individual teacher interview data in order to establish statistical themes for narrative analysis. The research focused on data generated by the Study Island program at three rural middle schools, Grades 6 through 8, located in the western region of North Carolina. -- The need for data to help teachers determine the next steps for instruction drove the implementation of Study Island in the school system in which the study was being conducted. Data compiled from the National Assessment of Educational Progress and from the North Carolina end-of-grade tests showed that there were still schools that did not have all students functioning at grade level. This data, in addition to concerns expressed by the administration of the schools in the study about teacher use of the data justified the purpose of this study. -- The increased focus on using data to drive instructional decision making led to the addition of several types of computer-assisted instruction, including the web-based program Study Island, in the three schools studied. The results from the study led the researcher to conclude that although teachers did not have a positive or negative perception of use of Study Island and the data generated by the Study Island program overall, they had a positive perception of use when it came to using the program with students. The researcher's recommendation was for the district to pursue training with regards to the use of the Study Island program, the use of the data generated by the Study Island program, and formative assessment.
Author: Lauren Marie Sobolewski-McMahon
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
Get Book Here
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: Kevin Suchinski
Publisher:
ISBN:
Category : Middle schools
Languages : en
Pages : 468
Get Book Here
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.
