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Getting Excited About Data: Combining People, Passion, and Proof to Maximize Student Achievement de Edie L. Holcomb

Getting Excited About Data: Combining People, Passion, and Proof to Maximize Student Achievement

Autor Edie L. Holcomb
en Limba Engleză Paperback – 13 apr 2004
The aim of this book is best captured by its subtitle, Combining People, Passion and Proof to Increase Student Achievement. The book explains how the goal in collecting more data should be to increase student success, not to be "a more research-based, data-driven school." The book focuses on the human elements, such as hopes and fears, prior knowledge, and current needs. Getting Excited About Data, Second Edition, strives to create active engagement with interaction with peers and data with the purpose of building a more collaborative culture and a shared sense of collective responsibility for all students' learning.
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Specificații

ISBN-13: 9780761939597
ISBN-10: 0761939598
Pagini: 272
Dimensiuni: 216 x 279 x 18 mm
Greutate: 0.76 kg
Ediția:Second Edition
Editura: SAGE Publications
Colecția Corwin
Locul publicării:Thousand Oaks, United States

Recenzii

"It was a pleasure to read Getting Excited About Data. I found it precise and on target for enabling school personnel to effectively use their schools' data to plan improvement."
"The book is written in friendly language and is a quick read with many examples. The diagrams and sample questions throughout are very useful."
"Holcomb's enlightening revision gives educators a useful, fun-to-read resource full of strategies, tools, and techniques for focusing on data. Presented with tales of real-life experiences, this book gives the reader a ‘ready-to-use’ approach that is refreshingly practical."

Cuprins

Foreword - Tony Wagner
Preface
What This Book Is Not
What This Book Is
How This Book Is Organized
Acknowledgments
About the Author
1. Using Data for Alignment and Achievement
Alignment Between Mission and the School Portfolio
Alignment Between Mission, Portfolio and Concerns
Alignment Between Concerns and Priorities
Alignment Among Priorities, Study, and Strategies
Alignment Between Priorities, Strategies, and Evidence
Alignment Betwee Strategies, Evidence, and Action Plans
Consolidating Multiple and Existing Plans
Using Data for Alignment and Achievement
Two Schools Implement a Major Change
Two A's and Three Powerful P's
Making It Public
On the Road Again
2. Understanding the Importance of Proof
My Data Roots
Data to Close the Achievement Gap
Use of Data Highlighted in National Research Reports
Data Work in High-Performing Schools
Data - Essential, but Not Sufficient
3. Coping With the Barriers to Data Use
Reasons for Reluctance to Use Data
Assessing Data Readiness
Responding to Concerns
4. Engaging the People
Internal and External Engagement
The Cultural Problem
Creating the Culture of Collective Responsibility
Finding Time
Making It Public
5. Arousing the Passion
The Motivation Continuum
Swapping Stories
Language, Humor, and Music
Monitoring Our Mission
6. Starting With the Significant
Data > Test Scores
State and Federal Mandates
The Blue Ribbon Approach
Of Local Significance
No Snapshots, Please
Finding the Starting Point
The Snowball Approach
7. Displaying the Data
Size
User-Friendly Data Displays
Displaying Longitudinal Data
Color Coding Proficiency
The No-Numbers Approach
Displaying Perceptual Data
The Whole Portfolio
Making It Public
The Acid Test
8. Interpreting the Results
Carousel Data Analysis
Listening In
Using the Responses
Making It Public
9. Designing a Data Day
Purpose
Preparation
District Session
School-Based Activities
Follow-Up
Making It Public
10. Establishing Priorities
Getting It Out and Narrowing It Down
Wordsmithing Works
The Ends or the Means
Mandates and Motivation in Goal Setting
11. Drilling Down the Priority Data
Planning Forward With Student-Specific Data
Planning Backward With Skill-Specific Data
Ramping Up the Roster
Slicing the Pie
Attacking Anonymity
Checking Out Perceptions
Making It Public - Not
12. Looking Around and Looking Within
Examining Research
Exploring Best Practice
Probing Our Practice
Capturing Our Culture
13. Clarifying District, School, and Classroom Roles
Going in Circles
Going With the Flow
Cycling in Synch
Delivering the Data
Coordinating the Common
14. Planning Your Work and Working Your Plan
Developing Action Plans
Evidence of Implementation
Evidence of Impact
Reaping Unexpected Benefits
Making It Public
15. Sustaining the Struggle
Analyzing Implementation
Integrating Programs and Practices
Saying No
Celebrating
Spreading a Little Cheer
16. Leading with Relentless Resilience
Review
Relentless Resilience
Reflection
References
Index

Notă biografică

Edie L. Holcomb is executive director of curriculum and instructional services for Kenosha Unified School District No. 1 in Kenosha, Wisconsin. She has experienced the challenges of improving student achievement from many perspectives:

  • From classroom teacher to university professor
  • From gifted education coordinator to mainstream teacher of children with multiple disabilities
  • From school- and district-level administration to national and international consulting
  • From small rural districts to the challenges of urban education

She is highly regarded for her ability to link research and practice on issues related to instructional leadership and school and district change¿including standards-based curriculum, instruction, assessment, supervision, and accountability. She has taught at all grade levels, served as a building principal and central office administrator, and assisted districts as an external facilitator for accreditation and implementation of school reform designs. As associate director of the National Center for Effective Schools, she developed a training program for site-based teams and provided technical support for implementation of school improvement efforts throughout the United States and in Canada, Guam, St. Lucia, and Hong Kong. She developed a comprehensive standards-based learning system for the staff and 47,000 students of the Seattle, Washington, city district and has supervised K¿12 clusters of schools and evaluated principals.

Her work received the Excellence in Staff Development Award from the Iowa Association of Supervision and Curriculum Development in 1988. In 1990, her study of the needs of beginning principals was recognized by the American Association of School Administrators with the Paul F. Salmon Award for Outstanding Education Leadership Research.

She served as an elected member-at-large on the Leadership Council for ASCD International, played an active role in Washington State¿s School Improvement Assistance Program, and contributed to development of the new School System Improvement Resource Guide. Holcomb is the author of four previous books and numerous articles and reviews.

Descriere

Precise and on target, this excellent resource enables educators to effectively use their school's data to respond to the challenges of the No Child Left Behind Act.