Author: Eleanor Jean JanufkaPublisher:
ISBN:
Category : Educational indicators
Languages : en
Pages : 94
Book Description
Educational Administrator' Perceptions of the Use of School Performance Profiles to Improve Student Performances
Author: Eleanor Jean JanufkaPublisher:
ISBN:
Category : Educational indicators
Languages : en
Pages : 94
Book Description
A Comparison of Teacher and Administrator Perceptions of the Use of Data to Improve Student Achievement
Author: Greg M. MillerPublisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 136
Book Description
The purpose of this qualitative study was to report the perceptions of building level administrators and teachers related to the use of data to improve student achievement. This research study explored the perceptions of teachers and building level administrators with regards to the availability of resources to support their use of data to improve student achievement. This study also reported on the perceptions of teachers and building level administrators regarding the effectiveness of professional growth opportunities in the use of data to improve student achievement. The participants included kindergarten through 12th grade teachers and building level administrators from three school districts in southeastern Pennsylvania. This study found that both teachers and building level administrators have access to plenty of assessment data and recognize the value and importance of using data to improve instruction. The problem identified in this study included a lack of training on how to access the data, a lack of training on how to analyze and make instructional decisions based on data, and a lack of time to perform such analysis. Additionally, this study identified that in order for a true data-driven decision-making model to be utilized, a culture shift must occur in which all discussions involve the consideration of the available data on a given topic. This shift requires strong leadership provided by building level administrators that are well versed in how to use the data, and how to lead discussions related to data.
Dissertation Abstracts International
Author: Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 564
Book Description
American Doctoral Dissertations
Author: Publisher:
ISBN:
Category : Dissertation abstracts
Languages : en
Pages : 776
Book Description
From Perceptions to Practice
Author: Keisha L. ChildersPublisher:
ISBN:
Category :
Languages : en
Pages : 35
Book Description
Accountability mandates increasingly lead schools and districts to make use of student performance metrics. This study begins to unpack the factors behind uptake and use of value-added models by administrators in schools within a district and state that strongly promote data use as a tool to improve student outcomes, measure performance, and ascertain accountability. This study examines the components that influence how and to what extent school administrators make use of value-added performance metrics to shed light on how the availability of data affects schools beyond the external accountability factors commonly presented. The usage in schools in this study has two key components that drive the data cultures of the individual schools: (1) administrators' perceptions of the usefulness and alignment of data and (2) the external factors that influence data uptake and usage.
Learning Strategies and Learning Styles
Author: Ronald R. SchmeckPublisher: Springer Science & Business Media
ISBN: 1489921184
Category : Psychology
Languages : en
Pages : 381
Book Description
A style is any pattern we see in a person's way of accomplishing a particular type of task. The "task" of interest in the present context is education-learning and remembering in school and transferring what is learned to the world outside of school. Teachers are expressing some sort of awareness of style when they observe a particular action taken by a particular student and then say something like: "This doesn't surprise me! That's just the way he is. " Observation of a single action cannot reveal a style. One's impres sion of a person's style is abstracted from multiple experiences of the person under similar circumstances. In education, if we understand the styles of individual students, we can often anticipate their perceptions and subsequent behaviors, anticipate their misunderstandings, take ad vantage of their strengths, and avoid (or correct) their weaknesses. These are some of the goals of the present text. In the first chapter, I present an overview of the terminology and research methods used by various authors of the text. Although they differ a bit with regard to meanings ascribed to certain terms or with regard to conclusions drawn from certain types of data, there is none theless considerable agreement, especially when one realizes that they represent three different continents and five different nationalities.
Resources in Education
Author: Research in Education
Author: Teacher Quality, Instructional Quality and Student Outcomes
Author: Trude NilsenPublisher: Springer
ISBN: 3319412523
Category : Education
Languages : en
Pages : 167
Book Description
This volume offers insights from modeling relations between teacher quality, instructional quality and student outcomes in mathematics across countries. The relations explored take the educational context, such as school climate, into account. The International Association for the Evaluation of Educational Achievement’s Trends in Mathematics and Science Study (TIMSS) is the only international large-scale study possessing a design framework that enables investigation of relations between teachers, their teaching, and student outcomes in mathematics. TIMSS provides both student achievement data and contextual background data from schools, teachers, students and parents, for over 60 countries. This book makes a major contribution to the field of educational effectiveness, especially teaching effectiveness, where cross-cultural comparisons are scarce. For readers interested in teacher quality, instructional quality, and student achievement and motivation in mathematics, the comparisons across cultures, grades, and time are insightful and thought-provoking. For readers interested in methodology, the advanced analytical methods, combined with application of methods new to educational research, illustrate interesting novel directions in methodology and the secondary analysis of international large-scale assessment (ILSA).
Author: