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Data Analysis for Continuous School Improvement 3rd New edition [Pehme köide]

, (California State University, Chico, USA)
  • Formaat: Paperback / softback, 432 pages, kõrgus x laius: 276x219 mm, kaal: 1179 g
  • Ilmumisaeg: 03-Jun-2013
  • Kirjastus: Eye On Education, Inc
  • ISBN-10: 1596672528
  • ISBN-13: 9781596672529
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  • Formaat: Paperback / softback, 432 pages, kõrgus x laius: 276x219 mm, kaal: 1179 g
  • Ilmumisaeg: 03-Jun-2013
  • Kirjastus: Eye On Education, Inc
  • ISBN-10: 1596672528
  • ISBN-13: 9781596672529
Data Analysis for Continuous School Improvement, Third Edition, is a call to action. It is about inspiring schools and school districts to commit to continuous school improvement by providing a framework that will result in improving teaching for every teacher, and learning for every student, through the comprehensive use of data. It provides a new definition of improvement, away from a singular focus on compliance, toward a true commitment to excellence. This Third Edition is the culmination of over 25 years of doing the hard work in schools and districts, both nationally and internationally, to analyze, report, communicate, and use multiple measures of data for continuous school improvement. This book provides new and very specific tools, timelines, and strategies that will help schools and districts become true learning organizations.
1 From Compliance to Commitment: Using Data for Continuous School Improvement
1(10)
Moving Away From A Singular Focus on Compliance, Toward a Commitment to Continuous Improvement
2(3)
Purpose of this Book
5(1)
Structure of this Book
5(3)
Updates
8(1)
Intended Audience
9(1)
Reflection Questions
10(1)
Application Opportunities
10(1)
2 The Continuous School Improvement Framework
11(16)
Traditional Continuous Improvement
11(1)
Continuous School Improvement
12(1)
The Continuous School Improvement Framework
13(7)
From Compliance to Continuous School Improvement
20(1)
Assessing Continuous School Improvement with the Education for the Future Continuous Improvement Continuums
20(4)
Assessing on the Continuous Improvement Continuums
24(2)
How Much Time Does it Take?
26(1)
Reflection Questions
26(1)
Application Opportunities
26(1)
3 Who are We: Demographics Data
27(14)
Demographic Data: What They Are and Why They Are Important to Continuous School Improvement
28(1)
What Demographic Data Are Important for the Learning Organization
29(3)
Seeing the System and Leadership in Demographic Data
32(1)
Telling Your Story by Recording Demographic Information in a Data Profile
32(4)
Analyzing Demographic Information in a Data Profile
36(2)
Disaggregation
38(1)
How Much Time Does it Take?
39(1)
Reflection Questions
40(1)
Application Opportunities
40(1)
4 How We Do Business: Perceptions Data
41(10)
Perceptions Data: What They Are and Why They Are Important to Continuous School Improvement
42(1)
Assessing Perceptions
43(1)
Overview of the Questionnaire Process
44(3)
Changing Perceptions
47(2)
How Much Time Does it Take to Assess Perceptions with Questionnaires
49(1)
How Much Time Does it Take to Assess Perceptions Through Interviews and Focus Groups?
50(1)
Reflection Questions
50(1)
Application Opportunities
50(1)
5 How are Our Students Doing: Student Learning Data
51(28)
Student Learning Data: What They Are and Why They Are Important to Continuous School Improvement
52(1)
Measures of Student Learning
53(1)
Ways to Measure Student Learning
53(5)
The Normal Curve and Related Score Types
58(11)
Measuring Common Core State Standards
69(1)
Analyzing the Results, Descriptively
69(4)
Analyzing the Results, Inferentially
73(2)
Measurement Error
75(1)
Validity and Reliability of Assessments
76(1)
Validity
77(1)
Reliability
77(1)
How Much Time Does it Take?
78(1)
Reflection Questions
78(1)
Application Opportunities
78(1)
6 What are Our Processes: School Processes Data
79(14)
School Processes Data: What They Are and Why They Are Important to Continuous School Improvement
80(1)
How to Analyze School Processes Data
81(10)
Measurement of System-Level Processes
91(1)
How Much Time Does it Take?
92(1)
Reflection Questions
92(1)
Application Opportunities
92(1)
7 How Did We Get to Where We Are: Looking Across All the Data
93(8)
Why it is Important for Continuous School Improvement to Look Across All Types of Data?
94(1)
How to Look Across All Types of Data: Analyzing Your School's Data Profile
95(5)
How Much Time Does it Take?
100(1)
Reflection Questions
100(1)
Application Opportunities
100(1)
8 What is Working and What is not Working: Delving Deeper Into the Data
101(14)
Intersections of Multiple Measures of Data
102(3)
Using Intersections in Contributing Cause Analyses
105(3)
Predictive Analytics
108(6)
How Much Time Does it Take?
114(1)
Reflection Questions
114(1)
Application Opportunities
114(1)
9 Where Do We Want to Be: Creating a Shared Vision and Monitoring Its Implementation
115(12)
Why the Shared Vision is Important for Continuous School Improvement
116(1)
Inspiring a Shared Vision
117(1)
How to Create a Shared Vision
118(8)
How Much Time Does it Take?
126(1)
Reflection Questions
126(1)
Application Opportunities
126(1)
10 How are We Going to Get to Where We Want to Be: Implementing the Shared Vision by Creating a Plan for Continuous School Improvement
127(18)
How Will We Implement
128(16)
How Much Time Does it Take?
144(1)
Reflection Questions
144(1)
Application Opportunities
144(1)
11 Strategies for Teachers: Using Data to Implement the Vision Through the Continuous School Improvement Plan to Improve Teaching and Learning
145(12)
Strategies that Lead to Effective Data Use
147(9)
How Much Time Does it Take?
156(1)
Reflection Questions
156(1)
Application Opportunities
156(1)
12 Is What We are Doing Making a Difference: Evaluating Our Efforts
157(10)
Why Knowing if What We Are Doing is Making a Difference is Important to Continuous School Improvement
158(1)
How to Know if What We Are Doing is Making a Difference?
158(1)
Evaluating Programs and Processes
159(5)
Evaluating the Continuous School Improvement Plan
164(1)
An Example Evaluation of School Goals
164(2)
How Much Time Does it Take?
166(1)
Reflection Questions
166(1)
Application Opportunities
166(1)
13 Continuous School Improvement Timeline: Making Time to Do the Work
167(16)
The Timeline
168(14)
How Much Time Does it Take?
182(1)
Reflection Questions
182(1)
Application Opportunities
182(1)
14 The Transformation from a Complying School to a Learning Organization
183(234)
Becoming Learning Organizations
184(2)
Logic in the Learning Organization
186(4)
Benefits of Continuous School Improvement and Becoming a Learning Organization
190(1)
How Much Time Does it Take?
191(1)
Reflection Questions
191(1)
Application Opportunities
191(226)
Appendix A Continuous Improvement Continuums Self-Assessment
193(12)
Appendix B1 Demographic Data Inventory
205(4)
Appendix B2 Perceptions Data Inventory
209(2)
Appendix B3 Student Learning Data Inventory
211(3)
Appendix B4 Perceptions Data Inventory
214(4)
Appendix C Getting to Perceptions Through Questionnaires
218(2)
Appendix C1 Designing Questionnaires
220(12)
Appendix C2 Administering Questionnaires
232(7)
Appendix C3 Analyzing Questionnaire Results
239(3)
Appendix C4 Analyzing Open-Ended Responses
242(2)
Appendix C5 Presenting and Using Questionnaire Results
244(9)
Appendix D Measuring a Program or Process
253(5)
Appendix E Flowcharting School Processes
258(5)
Appendix F Case Study - Part 1 - The Case Study and Study Questions
263(72)
Appendix G Case Study - Part 2 - What We Saw in the Data
335(8)
Appendix H Analyzing Data for Continuous School Improvement Planning
343(11)
Appendix I Problem-Solving Cycle
354(5)
Appendix J Creating a Shared Vision
359(13)
Appendix K Monitoring Vision Implementation
372(1)
Appendix K1 Staff-Developed Rubric
373(6)
Appendix K2 Vision Assessment
379(2)
Appendix L Continuous School Improvement (CSI) Plan
381(6)
Appendix M Monitoring the Implementation of the Plan
387(1)
Appendix N Leadership Structure
388(4)
Appendix O Professional Learning Calendar
392(2)
Appendix P Creating Partnerships
394(2)
Appendix Q Communication Protocol
396(3)
Appendix R Examining Student Work
399(2)
Appendix S Ability to Achievement
401(4)
Appendix T Timeline for Continuous School Improvement Work
405(12)
References and Resources 417(5)
Index 422
Victoria L. Bernhardt, Ph.D., is Executive Director of the Education for the Future Initiative and is Professor (currently on leave) in the College of Communication and Education at California State University, Chico, USA. She is the author of over 19 books.