ISKME Special Series Part 2: Data Use and School Reform

Autor/in	Petrides, Lisa A.
Titel	ISKME Special Series Part 2: Data Use and School Reform
Quelle	In: T.H.E. Journal, 33 (2006) 8, S.38-41 (4 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0192-592X
Schlagwörter	School Restructuring; Accountability; Educational Change; Decision Making; Academic Achievement; Reflective Teaching; Data Collection; Data Analysis; Educational Objectives; Teacher Effectiveness; Educational Improvement + Suchen Sie Ihr Suchwort? Schulreformplan; Schulumwandlung; Verantwortung; Bildungsreform; Decision-making; Entscheidungsfindung; Schulleistung; Data capture; Datensammlung; Auswertung; Educational objective; Bildungsziel; Erziehungsziel; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teaching improvement; Unterrichtsentwicklung
Abstract	This is the second part of a four-part report on data-driven decision-making. Widespread attention to school accountability, driven by state and federal mandates, has increased the stakes for all schools. These mandates have made more data available to educators at all levels, but they have not been as effective in encouraging teachers to use student achievement results to undertake the kinds of analysis and self-reflection that can lead to improved teaching and learning. That work must be done in the schools. The schools must engage teachers in analyzing student performance in relation to their objectives for their next lesson, their next semester, their next year. According to Gregory Peters, the co-principal at Leadership High School in San Francisco, the process of analyzing data and identifying teaching objectives is "essential to whatever work or reform education leaders are doing. It's the means by which they ask themselves not just how they are doing, but how they improve; not just how they did, but what they need to do. Each year the data could look very different. Their expectations for their students might remain stable, but their teachers, students, and curriculum might change. How do they know what to work on, where to focus? Data is the way it's done." [For Part 1, see EJ762445] (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10