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Data-Driven Leadership
Tools and techniques from the trailblazers in data-based education reform Over a period of several years, Amanda Datnow and Vicki Park visited public schools with a reputation for being ahead of the pack in data-driven decision making. The results of this pioneering study reveal how education leaders can make data work for students and teachers, rather than against them. This book is an essential guide to meeting the challenges of high-stakes accountability, building performance-based schools, and improving student outcomes. By following the advice in this book, you’ll be able to transform data overload into a data-positive school culture. You’ll learn the difference between “data-driv...
Using Data for Equity in the Classroom (Quick Reference Guide)
Many teachers already engage in data use, but finding ways to improve classroom instruction can be daunting. In this quick reference guide, educators Amanda Datnow and Vicki Park dispel common myths around poor data use and describe how educators can* Use data for equity and excellence.* Examine data in meaningful ways.* Use data for instructional differentiation.* Collaborate with each other using data.Using Data for Equity in the Classroom provides guided questions and classroom examples to help teachers gather, analyze, and engage with data to enhance their practice, foster equity, and improve student outcomes.8.5" x 11" 3-panel foldout guide (6 pages), laminated for extra durability and 3-hole-punched for binder storage.
Extending Educational Reform
Can a fundamental reform in the organisation of a school lead to school improvement? This shows how theory can be applied in practice to get around issues that are preventing change and improvement.
Professional Collaboration with Purpose
Building on both cutting-edge research and professional learning practice, Amanda Datnow and Vicki Park explore how professional collaboration can support deeper learning for students and teachers alike. While many schools and systems support teacher collaboration, they often fall short of their intended goals of improving teaching and learning. This book provides concrete guidance for creating the conditions for collaboration in which teachers are moved toward—rather than repelled—by joint work. The authors explore how collaborative settings can provide a space for working through the inevitable challenges that accompany the changing nature of teaching in the age of accountability and show the motivation, inspiration, and energy that teachers personally--and collectively--gain from collaborating to improve student learning. Ultimately, they show how teacher empowerment towards working together builds equitable and excellent learning environments.
Leadership Lessons from Comprehensive School Reforms
The process of understanding a text from the narrator s point of view is crucial for the tasks of interpreting and translating the Bible. If the translator s understanding of a narrative from the narrator s point of view is erroneous, then the whole process of translating the message into another language may also fall into error. This poses Bible translators a difficult challenge: How can we understand the narrator s point of view of the biblical stories which are culturally, geographically, and historically remote from our own? Understanding a text from the narrator s point of view must precede the translation process. In this work Hankore presents an argument for the intended utterance of Genesis 28:10 35:15 before proposing in brief how to translate it. By following this process, Hankore shows that a correct understanding of the concept of the ancient Israelite vow in the framework of a social institution is fundamental to reading and translating Genesis 28:10 35:15, and goes on to show how this same votive framework assist an explanation of the relevance of Genesis 34 to the Jacob story.
Gender in Policy and Practice
First Published in 2002. Routledge is an imprint of Taylor & Francis, an informa company.
International Handbook of Educational Policy
Nina Bascia, Alister Cumming, Amanda Datnow, Kenneth Leithwood and David Livingstone This Handbook presents contemporary and emergent trends in educational policy research, in over ?fty chapters written by nearly ninety leading researchers from a number of countries. It is organized into ?ve broad sections which capture many of the current dominant educational policy foci and at the same time situate current understandings historically, in terms of both how they are conceptualized and in terms of past policy practice. The chapters themselves are empirically grounded, providing illustrations of the conceptual implications c- tained within them as well as allowing for comparisons across them. ...
Education and Sociology
First Published in 2002. Routledge is an imprint of Taylor & Francis, an informa company.
Handbook of Education Policy Research
Co-published by Routledge for the American Educational Research Association (AERA) Educational policy continues to be of major concern. Policy debates about economic growth and national competitiveness, for example, commonly focus on the importance of human capital and a highly educated workforce. Defining the theoretical boundaries and methodological approaches of education policy research are the two primary themes of this comprehensive, AERA-sponsored Handbook. Organized into seven sections, the Handbook focuses on (1) disciplinary foundations of educational policy, (2) methodological perspectives, (3) the policy process, (4) resources, management, and organization, (5) teaching and learn...
Integrating Educational Systems for Successful Reform in Diverse Contexts
Linguistic, ethnic, and economic diversity is a major factor influencing how school reform ought to be accomplished at local, state, and government levels. This book examines the issue of successful school reform in diverse communities. It is the first to synthesize research on educational research on educational reform pertaining to racially and linguistically diverse students. It examines what is needed at the teacher, school, district, state, and federal levels for educational reform to be successful in multicultural, multilingual settings. Conclusions are based on a careful review of hundreds of recent quantitative and qualitative studies relating to educational reform in diverse communities. The authors conceptualize education as an interconnected and interdependent policy system and discuss the key policy, relational, political, and resource linkages that assist in achieving sustainable improvement in schools serving at-risk students.
