Turn skepticism about data into knowledge for true educational reform!
More versatile than mere number crunching and statistics, data can be an effective toolor even a powerful catalystfor change within a school. By replacing cynicism with conviction, learning to harness datas power, and becoming good users of data to positively impact student achievement, school leaders can develop three crucial capacities: an inquiry habit of mind, data literacy, and a culture of inquiry.
Lorna M. Earl and Steven Katz show educators how to become comfortable with data, and provide valuable tools for school improvement teams to use in their work, including:
Vignettes to support group discussion Activities for practicing the ideas and concepts in the book Task sheets Short case studies with actual school data that show how the full process works in a school
To improve schools, data can and should be a vital force in the change process. Using this essential resource, school leaders, school teams, study groups, and students of education can all make sense of data to plan and reform for maximum benefit.
Arvustused
"I recommend this book for school leadership teams and study groups delving into the school improvement process. Earl and Katz manage to make leaders feel comfortable with using data to improve student achievement. The authors help reduce the fear of number crunching with vignettes that show how meaningful data analysis through a team approach can truly help direct our efforts to improve academic outcomes." -- Ronald L. Russell, Assessment Consultant "Leading Schools in a Data-Rich World is just what the doctor ordered to make data work for the betterment of schools. It is simultaneously deep and practical. It puts data at the center, but also puts it in perspective. It gives data a purpose and a set of conceptual and strategic tools for using knowledge wisely and effectively." -- From the Foreword by Michael Fullan "The book that every school administrator needs. A clear blueprint for establishing a school climate open to an evidence-based approach to programmatic change." -- PsycCRITIQUES, August 2006
| Foreword |
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vii | |
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| About the Authors |
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ix | |
| Acknowledgments |
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xi | |
| Introduction |
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xiii | |
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Putting Data at the Center of School Improvement |
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1 | (16) |
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1 | (1) |
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2 | (1) |
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Educators' Skepticism About Data |
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3 | (2) |
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5 | (2) |
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Thinking Differently About Data |
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7 | (2) |
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9 | (1) |
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Choosing Accountability Through Informed Professional Judgment |
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10 | (2) |
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The Role of Data in Informed Professional Judgment |
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12 | (2) |
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Using Data to ``Take Charge of Change'' |
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14 | (3) |
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Using Data for Informed Decision Making |
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17 | (6) |
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18 | (1) |
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18 | (2) |
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20 | (2) |
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Leading in a Data-Rich World |
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22 | (1) |
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Cultivating the Qualities of Data-Driven Leadership |
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23 | (8) |
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23 | (3) |
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26 | (1) |
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27 | (1) |
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28 | (1) |
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A Gallery Full of Paintings |
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29 | (2) |
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Developing an Inquiry Habit of Mind |
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31 | (14) |
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31 | (5) |
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36 | (9) |
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45 | (42) |
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46 | (17) |
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63 | (24) |
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Creating a Culture of Inquiry |
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87 | (14) |
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87 | (9) |
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96 | (5) |
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Sustaining the Process: The Cycle of Inquiry |
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101 | (8) |
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The Next Picture, and the Next, and the Next |
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108 | (1) |
| Resource: Task Sheets for Assignments |
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109 | (18) |
| References |
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127 | (4) |
| Index |
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131 | |
Lorna M. Earl is a director of Aporia Consulting Ltd. and a retired associate professor from the Department of Theory and Policy Studies at the Ontario Institute for Studies in Education of the University of Toronto. She was the first director of assessment for the Ontario Education Quality and Accountability Office, and she as been a researcher and research director in school districts for over 20 years.
Throughout her career, Earl has concentrated her efforts on policy and program evaluations as a vehicle to enhance learning for pupils and for organizations. She has done extensive work in the areas of literacy and the middle years, but has concentrated her efforts on issues related to evaluation of large-scale reform and assessment (large-scale and classroom) in many venues around the world. She has worked extensively in schools and school boards, and has been involved in consultation, research, and staff development with teachers organizations, ministries of education, school districts, and charitable foundations. Earl holds a doctorate in epidemiology and biostatistics, as well as degrees in education and psychology. Steven Katz is the director of Aporia Consulting Ltd. and a faculty member in the Applied Psychology and Human Development at the Ontario Institute for Studies in Education of the University of Toronto (OISE, UT), where he teaches in the Child Study and Education graduate program. He is the recipient of the OISE, UT- wide award for teaching excellence. Steven has a PhD in human development and applied psychology, with specialization in applied cognitive science. His areas of expertise include cognition and learning, teacher education, networked learning communities, leading professional learning, and evidence-informed decision making for school improvement. He has received the Governor Generals Medal for excellence in his field and has been involved in research and evaluation, professional development, and consulting with a host of educational organizations around the world. He is the author of several best-selling books, including Leading Schools in a Data-Rich World, Building and Connecting Learning Communities, Intentional Interruption, and The Intelligent, Responsive Leader.
