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1 | (46) |
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3 | (3) |
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Continuation of a Novel Approach |
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6 | (1) |
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Organization of This Book |
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6 | (4) |
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Overview: General Scope and Sequence |
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6 | (1) |
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7 | (3) |
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10 | (3) |
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10 | (1) |
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10 | (1) |
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11 | (2) |
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Toward an Ecology of Leadership |
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13 | (14) |
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Perspectives on Management |
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17 | (3) |
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Principles of Ecological Systems |
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20 | (4) |
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20 | (1) |
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Adaptive Decentralization |
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21 | (1) |
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22 | (1) |
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22 | (1) |
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22 | (1) |
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23 | (1) |
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Ecological Thinking About Leadership |
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24 | (3) |
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27 | (20) |
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Objectives of the Policy Brief |
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28 | (1) |
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Universal Rules for Preparing Policy Briefs |
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29 | (1) |
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29 | (1) |
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29 | (1) |
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30 | (1) |
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Structure and Universal Elements of Policy Briefs |
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30 | (2) |
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30 | (2) |
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32 | (1) |
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Problem or Goal Statement |
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32 | (1) |
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The Data-Driven Analytic Brief |
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32 | (2) |
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32 | (1) |
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33 | (1) |
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33 | (1) |
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The Model-Driven Policy Brief |
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34 | (3) |
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34 | (2) |
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Construction of the Brief |
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36 | (1) |
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36 | (1) |
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The Ecological Policy Options Brief |
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37 | (8) |
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38 | (7) |
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45 | (2) |
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Part II USING DATA TO DESCRIBE THE SCHOOLING CONTEXT |
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47 | (58) |
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Organizing and Manipulating Data |
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49 | (20) |
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50 | (1) |
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Quantification of Information |
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50 | (1) |
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51 | (1) |
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Basic Structure and Analysis of Financial Data |
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52 | (4) |
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Matrices and Matrix Operations |
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56 | (3) |
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58 | (1) |
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Structure and Peculiarities of Student Performance Data |
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59 | (2) |
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(Re)Organization and Manipulation of Data Sets |
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61 | (6) |
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Ranking, Sorting, and Filtering Data |
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61 | (2) |
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63 | (1) |
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64 | (3) |
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67 | (1) |
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67 | (1) |
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Problem A: Introduction to Data Manipulation and Graphing |
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67 | (2) |
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Developing Indicator Systems |
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69 | (17) |
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74 | (2) |
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Ratios in Funding-Equity Analysis |
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74 | (1) |
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Ratios in Cost-Effectiveness Analysis |
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75 | (1) |
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The Concept of Value Added |
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76 | (2) |
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Value-Added Assessment in Policy and Practice |
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76 | (2) |
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78 | (1) |
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Importance of Student-Level Data |
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78 | (2) |
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80 | (3) |
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80 | (1) |
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81 | (1) |
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81 | (2) |
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83 | (1) |
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83 | (1) |
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Problem B: Shares and Indexes |
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84 | (2) |
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Applying Descriptive Statistics to the Schooling Context |
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86 | (19) |
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Different-Size Groups: Weighted Analysis |
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89 | (2) |
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Mean and Median Deviation and z Scores |
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91 | (1) |
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The Descriptive Analysis Tool |
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92 | (3) |
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Rank and Percentile Analysis |
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95 | (2) |
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Notes on Measuring Value Added with Norm-Referenced Data |
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97 | (1) |
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Notes on the Structure of Data |
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98 | (1) |
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98 | (1) |
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Problem C: Creation of a Descriptive Profile |
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99 | (2) |
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101 | (1) |
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Where We Stand: U.S. Performance and Efficiency |
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101 | (1) |
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Sample Summary Table for Simulation |
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102 | (1) |
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102 | (3) |
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Part III SEARCHING FOR RELATIONSHIPS IN EDUCATION DATA |
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105 | (54) |
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Similarities and Differences Among Groups |
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107 | (14) |
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Research Literature on Group Comparison |
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108 | (1) |
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Same Group, Two Points in Time |
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109 | (2) |
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111 | (2) |
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Two Groups, Two Points in Time |
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113 | (1) |
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Differences Within and Among Multiple Groups |
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113 | (3) |
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Statistical Significance Versus Policy Relevance |
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116 | (1) |
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Results from the Research Literature: Tennessee Findings |
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117 | (1) |
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118 | (1) |
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Problem D: Group Comparisons |
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118 | (3) |
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Education Data and Statistical Relationships: I |
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121 | (14) |
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Research Literature on Organizational Input-Outcome Relationships |
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122 | (1) |
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Data in Two Dimensions: x and y |
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123 | (2) |
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Interpretation of Relationships Between x and y |
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125 | (4) |
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The Search for Relationships in Larger Data Sets |
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129 | (3) |
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132 | (1) |
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Problem E: Finding System Linkages |
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133 | (1) |
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Appendix A: Possible Scatterplot Variations |
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134 | (1) |
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Education Data and Statistical Relationships: II |
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135 | (24) |
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More Concepts from the Input-Outcome Literature |
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136 | (1) |
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Dependence and Independence: The Relative Roles of x and y |
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137 | (1) |
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Analysis of Types of Linear Relationships |
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138 | (2) |
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Formal Linear Regression Analysis |
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140 | (3) |
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The Effects of Many xs on a Given y |
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143 | (3) |
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Alternative Relationships |
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146 | (2) |
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Findings from the Research Literature |
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148 | (3) |
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151 | (1) |
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Problem F: Finding System Linkages |
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151 | (1) |
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Appendix A: Interpretation of Your Results |
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152 | (3) |
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155 | (1) |
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Redesigning Schooling in Vermont |
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155 | (2) |
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Approaching a Complex Study of Linkages |
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157 | (1) |
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157 | (1) |
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Constructing and Following a Rational Path |
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157 | (1) |
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158 | (1) |
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Part IV MEASURING TIME AND CHANGE IN SCHOOLS |
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159 | (42) |
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Time: The Forgotten Dimension |
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161 | (10) |
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Tools for Analyzing Change Across Time |
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162 | (1) |
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163 | (2) |
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The Study of Events in Educational Systems |
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165 | (2) |
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167 | (2) |
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Measurement of Data Across Time |
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169 | (1) |
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169 | (1) |
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Problem G: Storytelling with Time Series |
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170 | (1) |
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Studying Change with Data |
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171 | (13) |
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172 | (2) |
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174 | (4) |
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176 | (2) |
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Special Section: A Primer on Financial Tools in Excel |
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178 | (3) |
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179 | (1) |
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180 | (1) |
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181 | (1) |
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Problem H: Storytelling with Time Series |
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181 | (3) |
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184 | (17) |
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Linear Extrapolation Forecast |
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185 | (1) |
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186 | (1) |
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Moving-Average/Linear Extrapolation Shortcut |
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187 | (1) |
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187 | (2) |
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189 | (1) |
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Option 1: Forecast Data, Then Smooth Forecasted Data |
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189 | (1) |
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Option 2: Smooth Data, Then Forecast Smoothed Data |
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190 | (1) |
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Integrated Application: Matrices, Moving Averages, and Enrollments |
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190 | (3) |
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Assessment of Forecast Accuracy and Model Testing |
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193 | (1) |
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Advanced Topic: Multivariate Forecasting |
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194 | (3) |
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197 | (1) |
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Problem I: Forecasting and Checking |
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197 | (2) |
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199 | (1) |
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Feeling the Budget Crunch in Mission Valley Springs |
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199 | (1) |
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199 | (2) |
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Part V SYSTEM DYNAMICS OF SCHOOLING |
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201 | (56) |
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From Data-Driven Analysis to Model-Driven Analysis |
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203 | (10) |
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204 | (1) |
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Two Views on a Classic Education Operations Problem |
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205 | (5) |
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Reviewing the Matrix Model |
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205 | (1) |
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Introducing a Systems Model of the Process |
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206 | (2) |
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Introducing User Controls |
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208 | (2) |
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Running the Model, Testing Scenarios |
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210 | (1) |
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210 | (1) |
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210 | (1) |
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Problem J: Experiments with the Enrollment Model |
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211 | (2) |
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213 | (19) |
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ithink Models of Feedback Structures |
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215 | (1) |
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Out of the Shower and into the School |
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216 | (8) |
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Sample Systems Archetypes |
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224 | (5) |
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224 | (1) |
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224 | (1) |
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225 | (2) |
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227 | (2) |
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229 | (1) |
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Problem K: Reversing Reinforcing Feedback: A Policy Example |
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229 | (3) |
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Dynamic Models of Schooling |
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232 | (25) |
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Case 1: Simultaneity of Language and Knowledge Acquisition |
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233 | (3) |
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233 | (1) |
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234 | (1) |
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235 | (1) |
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Modification and Extension |
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236 | (1) |
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Case 2: Chasing the Moving Target---Meeting Equity Demands in New Jersey |
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236 | (5) |
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236 | (1) |
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237 | (1) |
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238 | (3) |
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Case 3: Unintended Consequences of Class Size Reduction |
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241 | (9) |
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241 | (2) |
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Model Structure and Assumptions |
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243 | (7) |
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Suggested Activities with the Class Size Reduction Model |
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250 | (1) |
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Technical Note on the Class Size Reduction Model |
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250 | (1) |
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Notes on Approaches to Systems Modeling in Education |
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250 | (2) |
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Physical Systems Modeling |
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251 | (1) |
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Hypothetical Systems Modeling |
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251 | (1) |
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Research Synthesis Modeling |
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251 | (1) |
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Notes on Model Development |
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252 | (1) |
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253 | (2) |
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255 | (2) |
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Part VI PULLING IT ALL TOGETHER |
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257 | (16) |
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A Guide to Structured Improvisation |
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259 | (14) |
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260 | (4) |
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261 | (2) |
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263 | (1) |
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264 | (1) |
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264 | (4) |
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264 | (1) |
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Modifications for Class Activities and Practice Exercises |
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265 | (1) |
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266 | (1) |
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Conceptualization of the Model Structure |
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267 | (1) |
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268 | (3) |
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269 | (1) |
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269 | (1) |
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Reconciliation of Discrepancies |
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270 | (1) |
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270 | (1) |
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271 | (2) |
References |
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273 | (2) |
Name Index |
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275 | (2) |
Subject Index |
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277 | |