This handbook for teachers and others in education focuses on improving student achievement through academic goal setting, a process in which the teacher determines benchmarks, sets achievement goals for students, monitors progress, and measures performance at the end of the year. Part I of the book provides a conceptual framework and explains how to implement student achievement goal setting. Part II offers numerous sample goal charts for various grade levels and subject areas, and for different professional positions. Part III offers an annotated bibliography of key publications related to the concepts and practice of student achievement goal setting. Stronge is teaches in the Educational Policy, Planning, and Leadership Area at the College of William and Mary. Grant teaches in the Curriculum and Instruction and Educational Leadership areas at William and Mary. There is no subject index. Annotation ©2009 Book News, Inc., Portland, OR (booknews.com)
| About the Authors |
|
vii | |
| Acknowledgments |
|
ix | |
| Preface |
|
xi | |
| Introduction |
|
xi | |
| How the Book Is Organized |
|
xii | |
| Uses for the Book |
|
xii | |
|
Part I: How Student Achievement Data Can Be Used to Improve Student Learning |
|
|
1 | (82) |
|
What Is Student Achievement Goal Setting? |
|
|
3 | (18) |
|
|
|
3 | (1) |
|
Student Achievement Goal Setting: What Is It? |
|
|
4 | (1) |
|
How Does Student Achievement Goal Setting Work? |
|
|
5 | (1) |
|
Special Education: A Special Case for Goal Setting |
|
|
6 | (1) |
|
Why Student Achievement Goal Setting |
|
|
6 | (1) |
|
The Power of Student Achievement Goal Setting: What Does the Research Say? |
|
|
7 | (6) |
|
Goal Setting: Impact on Student Learning |
|
|
7 | (5) |
|
Goal Setting: Impact on School Success |
|
|
12 | (1) |
|
Formative Assessment: A Critical Component of Student Achievement Goal Setting |
|
|
13 | (3) |
|
|
|
16 | (5) |
|
How to Design Student Achievement Goals |
|
|
21 | (28) |
|
|
|
21 | (1) |
|
What Are the Components of Student Achievement Goal Setting? |
|
|
21 | (12) |
|
|
|
22 | (3) |
|
Create Specific Learning Goals Based on Pressessment Data |
|
|
25 | (3) |
|
Create and Implement Teaching and Learning Strategies |
|
|
28 | (2) |
|
|
|
30 | (2) |
|
Determine Student Achievement of Goals |
|
|
32 | (1) |
|
Putting It All Together: How Is the Student Achievement Goal-Setting Process Documented? |
|
|
33 | (10) |
|
The Student Achievement Goal-Setting Form |
|
|
34 | (1) |
|
Examples of Documenting Student Achievement Goal Setting |
|
|
35 | (4) |
|
Specifying the Student Achievement Goal-Setting Process |
|
|
39 | (4) |
|
How Can a Decision Tree Help in the Student Achievement Goal-Setting Process? |
|
|
43 | (2) |
|
|
|
45 | (4) |
|
Using Data in Student Achievement Goal Setting |
|
|
49 | (24) |
|
|
|
49 | (1) |
|
Using Data to Assess Student and/or Program Performance |
|
|
50 | (1) |
|
Assessment Measures for Student Achievement Goal Setting |
|
|
51 | (16) |
|
Guidelines for Selecting Assessment Measures |
|
|
51 | (1) |
|
|
|
52 | (5) |
|
Interpretation of Assessment Data |
|
|
57 | (1) |
|
Origination of Assessments |
|
|
58 | (7) |
|
Organizing and Displaying Data for Interpretation |
|
|
65 | (2) |
|
Assessment Measures for Goal Setting for Educators Other Than Teachers |
|
|
67 | (3) |
|
Student Achievement Meaures |
|
|
68 | (1) |
|
Measures that Correlate with Student Achievement |
|
|
68 | (1) |
|
|
|
68 | (2) |
|
|
|
70 | (3) |
|
How to Implement Student Achievement Goal Setting |
|
|
73 | (10) |
|
|
|
73 | (1) |
|
What Student Achievement Goal Setting Can't Do |
|
|
74 | (1) |
|
Guidelines for Using Student Achievement Goal Setting |
|
|
75 | (1) |
|
The Importance of Professional Development in Implementing Student Achievement Goal Setting |
|
|
76 | (3) |
|
Why Teachers Need Support to Implement Goal Setting |
|
|
76 | (1) |
|
What Types of Support Do Teachers Need to Implement Goal Setting? |
|
|
77 | (1) |
|
Helping Students Apply Goal-Setting Techniques |
|
|
78 | (1) |
|
|
|
79 | (4) |
|
Part II: Practice with Student Achievement Goals: Samples to Consider |
|
|
83 | (38) |
|
Sample Student Achievement Goals for Teachers |
|
|
87 | (20) |
|
Sample Student Achievement/Program Goals from Educational Specialists |
|
|
107 | (14) |
|
Part III: Annotated Bibliography Related to Student Achievement Goal Setting |
|
|
121 | (2) |
|
|
|
123 | (1) |
|
|
|
123 | (2) |
|
|
|
125 | (17) |
|
|
|
142 | |
James H. Stronge, PhD is the Heritage Professor in the Educational Policy, Planning, and Leadership Area at the College of William and Mary, Williamsburg, Virginia. His research interests include policy and practice related to teacher quality, and teacher and administrator evaluation. His work on teacher quality focuses on how to identify effective teachers and how to enhance teacher effectiveness. Dr. Stronge has presented his research at numerous national and international conferences such as the American Educational Research Association, the University Council for Educational Administration, the National Evaluation Institute, the Association for Supervision and Curriculum Development; and the European Council of International Schools. Additionally, he has worked extensively with local school districts on issues related to teacher quality, teacher selection, and teacher and administrator evaluation. Stronge has authored, coauthored, or edited 20 books and more than 90 articles, chapters, and technical reports. Dr. Stronge has been a teacher, counselor, and district-level administrator. His doctorate is in the area of Educational Administration and Planning from the University of Alabama. He may be contacted at: The College of William and Mary, School of Education, P.O. Box 8795, Williamsburg, VA 23187-8795, 757-221-2339, or jhstro@wm.edu., Leslie W. Grant, PhD, is a Visiting Assistant Professor in the Curriculum and Instruction and Educational Leadership areas at the College of William and Mary in Williamsburg, Virginia. Dr. Grant is the coauthor of Teacher-Made Assessments: How to Connect Curriculum, Instruction, and Student Learning, and she is the contributing author to Qualities of Effective Teachers (2nd ed.) written by James Stronge. She has worked with school districts in the areas of teacher evaluation, student achievement goal setting, and student assessment. Dr. Grant has presented her work at national conferences such as the Association for Supe
Lisainfo e-raamatute kohta