ISKME Special Series Part 3: Using Data to Improve Instruction

Autor/in	Petrides, Lisa A.
Titel	ISKME Special Series Part 3: Using Data to Improve Instruction
Quelle	In: T.H.E. Journal, 33 (2006) 9, S.33-37 (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0192-592X
Schlagwörter	Teaching Methods; Educational Strategies; Action Research; Student Evaluation; Educational Change; Instructional Improvement; Internet; Educational Technology; Data Analysis; Academic Achievement; Teacher Improvement + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Lehrstrategie; Projektforschung; Schulnote; Studentische Bewertung; Bildungsreform; Unterrichtsqualität; Unterrichtsmedien; Auswertung; Schulleistung
Abstract	Most teachers welcome the opportunity to become more effective educators, and look for ways to improve their own teaching practice. With the dizzying array of state tests, district assessments, and program-specific rubrics, many are at a loss as to how to begin using data to improve their practice. There are many ways teachers can use data to improve instruction, including sophisticated Web-based analysis tools or paper-based assessments. It can be done through formal districtwide testing or through informal conversations in the teachers' room during lunch. There are top-down strategies for mandated data use, as well as bottom-up action research plans that provide teachers with the necessary data to improve their own classroom instruction. Each approach has its own benefits and challenges, yet together they are mutually reinforcing and helping to create a culture of inquiry within schools/education. Even with all of its challenges and demands, using data to improve instruction--and creating a culture of self-reflection and inquiry at schools--has clear benefits for students, parents, and teachers. Students receive instruction that more closely matches their needs. Parents learn how their children and their school compared on last year's state assessment but, more importantly, understand how their children are performing now and what they need to improve on. And teachers get to share instructional strategies with other teachers, improving their own practice in the process. They also gain control over the elements of reform that are crucial to improved student success, which, in the end, is what they all want from data. [For Part 2, see EJ762449] (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10