共查询到20条相似文献，搜索用时 15 毫秒
1.
Amanda Datnow Vicki Park Brianna Kennedy-Lewis 《Journal of Education for Students Placed at Risk》2013,18(4):247-265
The expectation that teachers will use student achievement data to improve their instruction is a major feature of national and local reform agendas. The theory of action behind data-driven decision making is a mostly causal model of professional action, whereby teachers diagnose weaknesses and implement solutions. The purpose of this article is to examine how high school teachers, situated within their policy and work contexts, use data to inform instructional decisions. Using a framework that draws upon sense-making and co-construction theories on reform implementation, we analyze qualitative data gathered in 4 urban public high schools in the United States. Findings reveal that the process of data use by teachers is complex, multilayered, and influenced by teacher interpretations and social interactions. Teachers used a variety of forms of data to inform their decision making and struggled to reconcile policies promoting data-driven decision making with local beliefs and practices. Implications for research and policy are discussed. 相似文献
2.
Cornelius Young Gerry McNamara Martin Brown Joe O’Hara 《Educational Assessment, Evaluation and Accountability》2018,30(2):133-158
The concept of data-informed decision making (DIDM), a term used interchangeably with data-driven decision making (DDDM) and data-based decision making (DBDM), is relatively new to Irish education and the school planning process. This research sought to clarify what data principals use and how they use that information for school improvement considering new school self-evaluation requirements. The paper begins by charting the rise internationally of data use in school planning, decision making and accountability. It proceeds to describe the policy context in this area in Ireland and then reports recent research with school leaders around how data is collected and used in their work. Although the paper focusses on Ireland, it is tentatively suggested that school leaders, teachers and policymakers in other countries, and there are many, which have come late to the expectation that school improvement and accountability should be heavily data-informed may find the efforts of Irish principals in this regard of interest. 相似文献
3.
Dominic F. Gullo 《Early Childhood Education Journal》2013,41(6):413-421
Since the passage of No Child Left Behind, data-driven decision making has become one of the central foci in schools in their attempt to attain and maintain adequate levels of student academic performance. The importance of early childhood education is well established with language and literacy proficiency in the early years being viewed as a leading indicator in children’s educational development. It provides schools with the initial signs of progress towards academic achievement. In this article, a conceptual framework for improving instructional practice and student outcomes in early childhood language and literacy through data-driven decision making was described. Four questions served as the structure around which the conceptual framework was built. These questions include (1) Why do data need to be collected? (2) What kinds of data need to be collected? (3) How are the data collected? (4) How are the data used for making decisions? Responses to these questions serve as tenets for guiding the decision making process. 相似文献
4.
There is a growing expectation that schools should systematically collect and analyse data as a point of departure for decisions. However, research shows that teachers themselves are less convinced that they need to base their decisions on data, as they mainly rely on their intuition and experience. This article examines the extent to which teachers use data as a source of information for decisions at classroom level and what motivates them to use these data. We will also look at what impact the teacher’s decision-making style, supportive relationships and the reflective capacity of the school team have on teachers’ motivation for using data. Our research data was collected by means of an online survey of 408 teachers in 52 primary schools in Flanders. The results demonstrate that the quality of teachers’ motivation for using data is a key element in promoting data use in schools. Teachers who feel autonomously motivated will make greater use of data than teachers with a controlled motivation. We found that the use of a rational decision-making style by teachers, supportive relationships within the school and the reflective capacity of the school team all lead to an increase in teachers’ autonomous motivation for using data. 相似文献
5.
Children's Evaluations of Decision-Making Procedures in Peer, Family, and School Contexts 总被引：1，自引：0，他引：1
Children's evaluations of decision-making procedures were examined in applications in different social contexts. Seventy-two children evenly divided into three grade levels (grades 1 – 2, 3 – 4, 5 – 6) were administered a structured interview requiring them to evaluate three decision-making procedures (consensus, majority rule, and authority-based) embedded in three social contexts (peer group, family, and school classroom) and to select the most appropriate decision-making procedure for two specific decisions: one expected to pull for procedures emphasizing children's autonomous decision making, and one expected to pull for adult authority. Judgments of decision-making procedures at all grade levels did not show a heteronomous acceptance of adult authority but rather were influenced by social context and type of decision. In general, consensus was preferred in peer and family contexts and authority-based procedures were preferred for school decisions about curriculum. Older children were more likely than younger children to consider how children's limited knowledge and competence may constrain their autonomous decision making. 相似文献
6.
7.
《学校用计算机》2013,30(3):103-120
Abstract Making decisions about which technologies, if any, are appropriate for your classroom or educational institution has never been easy. These difficult decisions are, however, increasing in their complexity as new technologies continually enter the marketplace, expectations of parents and students rise for more technology in the classroom, budget constraints require institutions to do more with less, and the benefits of distance education place mounting pressures on educators to provide resources beyond the boundaries of the traditional classroom. So how do you as an educational leader make the challenging decisions related to distance education and other technologies in your school? This article provides a framework for results-focused decision making that can help you make complicated choices in even the most challenging of circumstances. 相似文献
8.
《The Journal of educational research》2012,105(4):202-205
ABSTRACTForty-five classroom teachers participated in a study designed to investigate the influence of a student’s individual psychological test performance (learning disabled [LD] vs. normal) and the achievement level of the child’s school (below average, average, above average) on their special education classification decisions. The achievement level of the school did not influence the teachers’ decisions to identify a child as handicapped. The student’s psychological test information did. For the LD case study, the teachers were more likely to have lower academic expectations and to diagnose the child as LD. In contrast to the findings of other studies, teachers were not likely to diagnose the normal case study child as handicapped. In short, these teachers did not ignore individual psychological information but rather utilized the information appropriately in their decision making. 相似文献
9.
The Dutch government and School Inspectorate encourage schools to use the student performance data they can obtain from their student monitoring systems to maximize student performance in a systematic and goal-oriented way. Research by the same Inspectorate (Inspectie van het Onderwijs, 2010) shows that students in schools which do so outperform students in schools where data-driven decision making (DDDM) is as yet less developed. The University of Twente developed a training course in which school teams learn to utilize data from computerized student monitoring systems in order to improve instructional quality and student performance. Parallel to the training activities, training effects are studied. The research findings show that the training activities had a positive effect on school staff's DDDM knowledge and DDDM skills. Staff attitudes towards DDDM were already high on the pre-tests and remained high on the post-tests. 相似文献
10.
In recent years, the use of data to inform instructional decision making has become a particularly prominent facet of K–12 educators' professional practice. However, research estimates limited opportunities for preservice teachers to learn how to use data, including standardized test data, for such purposes. In response, this article describes the results of a pretest–posttest study of a 6-hour standardized assessment data use intervention for preservice teachers. The facilitated, collaborative, and highly structured assessment course-embedded intervention engaged preservice teachers in asking and answering four different kinds of questions (e.g., achievement strengths and weaknesses, instructional implications) at five different student levels (e.g., individual, subgroup, school) with external assessment data presented in tables, charts, and score reports. Findings—which include highly favorable preservice teacher perceptions of the intervention's impact on their data-driven decision making skills, and changes in their self-efficacy and data interpretation skills—indicate that the intervention holds promise as a preservice teacher learning mechanism. 相似文献
11.
The purpose of this paper is to examine leadership practices in school systems that are implementing data-driven decision-making employing the theory of distributed leadership. With the advent of No Child Left Behind Act of 2001 (NCLB) in the US, educational leaders are now required to analyse, interpret and use data to make informed decisions in all areas of education, ranging from professional development to student learning. The emphasis on data-driven decision-making practices to bring about improved student outcomes is relatively a new feature of the education reform landscape and thus requires educators to learn and develop new competences. Leadership is one crucial bridge that can support and direct these new learning efforts. Using qualitative data from a case study of four urban school systems, the authors’ findings indicate that: (1) leaders at all levels co-constructed the vision and implementation of productive data-driven decision-making by creating an ethos of learning and continuous improvement rather than one of blame; (2) in order to give data relevance, leaders also distributed decision-making authority in a manner that empowered different staff members to utilise their expertise; and (3) the school systems directed their resources on building human and social capacity mainly by focusing on modelling and knowledge brokering amongst their staff. The paper concludes with a discussion of research and policy implications based on the findings. 相似文献
12.
Research has indicated that the diagnoses and classification decisions made by professionals are often unreliable. People employ several heuristic strategies when making decisions under conditions of uncertainty. Use of these heuristics can have a detrimental effect on the decision-making process. This paper describes factors that may bias psychoeducational decision making and discusses three heuristic principles that affect decision making. The means by which school psychologists can be made aware of these heuristic principles and encouraged to consider them when making psychoeducational decisions are discussed. Other methods by which bias in the psychoeducational process can be reduced, including the use of statistical and actuarial-based assessment systems, the multitrait multimethod approach to multifactored assessment advanced by Gresham (1983), and direct instruction in reasoning and decision making are also discussed. 相似文献
13.
Understanding and Improving Teachers' Classroom Assessment Decision Making: Implications for Theory and Practice 总被引：1，自引：0，他引：1
James H. McMillan 《Educational Measurement》2003,22(4):34-43
Teacher assessment decision making is described as a process that may be important in developing a measurement theory for classroom assessment. Teacher beliefs and values about what and how to assess often conflict with the pressures of external demands, especially recent high-stakes large-scale testing. With this sense of tension, teachers make assessment decisions that will engage and motivate students and enhance learning. Implications for a measurement theory of classroom assessment, as well as teacher preservice and inservice, are explored. The article suggests that measurement specialists need to adapt technical testing principles to be more relevant to the nature of classroom assessment decision making. 相似文献
14.
Natalie Pareja Roblin Jo Tondeur Joke Voogt Bram Bruggeman Griet Mathieu Johan van Braak 《Technology, Pedagogy and Education》2018,27(2):165-181
The unique characteristics of tablet PCs promise important benefits for education. Yet, little is known about the rationale underlying teachers’ decisions concerning their educational uses within the constraints of daily classroom practice. The current multiple case study investigated the practical considerations informing nine secondary school teachers’ decision-making processes regarding the use of tablet PCs. Stimulated recall interviews revealed 10 criteria underpinning teachers’ instructional decisions. Four criteria influenced the degree of congruence with teachers’ previous practices: familiarity, alignment with course content, opportunities to achieve (new) instructional goals efficiently, and compatibility with established pedagogical beliefs. Costs and benefits of tablet PCs were determined in terms of educational added value, lesson preparation requirements and potential disruptions to the learning environment. Finally, access to a solid technology infrastructure, supportive school policies and knowledge of how to effectively integrate tablet PCs with course content were identified as important pre-conditions for sustainable implementation. Overall, the results suggest that practical concerns constitute a critical element in teachers’ decision making, influencing not only teachers’ intention to adopt tablet PCs, but also the ways in which they use this technology to support instruction. 相似文献
15.
Ravinder Koul Thanita Lerdpornkulrat Soontornpathai Chantara 《Journal of Science Education and Technology》2011,20(6):761-770
A student’s motivational orientation is considered to be a predictor of a range of related education decisions, from attending
classes to choosing a particular course or a profession. This survey study conducted with student volunteers (males = 519;
females = 904) enrolled in secondary school science-math academic stream in Thailand investigated the relationship between
measures of motivation (achievement goal orientation and physics and biology classroom anxiety) and aspirations for high earning
science and math related careers. Results of multiple discriminant analyses showed gender differences in the motivational
factors that influence career aspirations. Our interpretation of the findings highlights the significance of cultural beliefs
about gender in decision making for careers. 相似文献
16.
《教育实用测度》2013,26(2):145-156
This study surveyed a representative sample of teachers from a large metropolitan school district to investigate the weight they assign to the results of teacher-prepared tests, nationally standardized tests, and state minimumcompetency tests in making major educational decisions. Teachers reported that all three test types were used to some extent in each of eight decision categories, but in none of these decisions were the three test types judged to play a clearly dominant role. The results also suggested that test use varies, depending on teaching level and, to some extent, on certain teaching practices. 相似文献
17.
Data-driven decision making has become an essential component of educational practice across all levels, from chief state school officers to classroom teachers, and has received unprecedented attention in terms of policy and financial support. It was included as one of the four pillars in the American Recovery and Reinvestment Act (2009), indicating that federal education officials seek to ensure that data and evidence are used to inform policy and practice. This article describes the emergence of data-driven decision making as a topic of interest, some of the challenges to and opportunities for data use, and how the principles of educational psychology can and must be used to inform how educators are using data and the examination of its impact on educational practice. 相似文献
18.
Psychoeducational assessment is commonplace in America's public school systems. Important decisions for and about school children are made on the basis of assessment results; test scores and information derived from the administration of tests clearly contribute to these decisions. Current “best practice” is guided by the concept of multidisciplinary team decision making; parents, teachers, psychologists, and other professionals review assessment data when participating as team members. In this research, decision makers were allowed to review information from a variety of sources prior to making decisions about a case study child. Individuals who reviewed large amounts of information made decisions similar to those of individuals who reviewed little information. Approximately 49% of the participants made accurate decisions when judged against an a priori criterion. The results are discussed with regard to psychoeducational assessment practice. 相似文献
19.
Office discipline referral (ODR) data are increasingly used to monitor student behavior problems and the impact of interventions, but there has been limited research examining their validity. The current study examined the concordance of ODRs with teacher ratings of student behavior using data on 8,645 children in 335 classrooms at 21 elementary schools. The results of a variety of analyses (e.g., correlations, multivariate analysis of variance, receiver operating characteristics) suggested that ODRs are moderately valid and reliable. Multilevel analyses revealed that teacher ratings of disruptive behaviors were significantly associated with ODRs, even after controlling for other student‐, classroom‐, and school‐level factors. These findings suggest that ODRs are moderately valid indicators of student behavior problems and may be an efficient source of information for use in school‐based research and data‐based decision‐making. © 2011 Wiley Periodicals, Inc. 相似文献
20.
In recent years the educational policy environment has emphasised data-driven change. This has increased the expectation for
school personnel to use statistical information to inform their programs and to improve teaching practices. Such data include
system reports of student achievement tests and socio-economic profiles provided to schools by various state education departments’
data services. This paper reports on a pilot study that explored factors affecting Mathematics and English teachers’ intentions
to engage with the statistical data their schools receive and to consider these data when making decisions about their teaching
practices. It was found that most teachers perceived that such data identify weak students and some teachers (mostly mathematics
teachers) thought that they can help to identify curriculum topics that need attention. Most teachers felt that the reports
were not easy to understand. Confidence in dealing with statistical data was a problem for many teachers, but especially for
English teachers. 相似文献