Getting more excited about using data
- Edie L. Holcomb ; foreword by Shirley Hord.
- Third edition.
- Thousand Oaks, California : Corwin, a SAGE Company, 
- Copyright notice
- Physical description
- xxv, 249 pages : illustrations (some color) ; 28 cm
At the library
Education Library (Cubberley)
|LB2846 .H56 2017||Unknown|
- Holcomb, Edie L., author.
- Includes bibliographical references (pages 239-243) and index.
- List of Figures Foreword by Shirley Hord Preface Why Another Book What's New Here in the Third What This Book Is Not What This Book Is How This Book Is Organized Acknowledgments About the Author
- Chapter 1: Excited About Data-Really?! Unexpected Excitement The Urgency Remains Excitement-Killed by Compliance Every Student Succeeds Act Enters Amid Continuing Challenges What Data Matters Now Progress in Data Use Excitement Extinguishers
- Chapter 2: You Get More Excited About Data When ... It Fits Your Beliefs Espoused School Beliefs Beliefs About Students Beliefs About Assessment Surfacing Beliefs and Acknowledging Differences Collective Commitments and Courageous Conversations From Caution and Compliance to Commitment
- Chapter 3: You Get More Excited About Data When ... It Feels Safe Fear of Evaluation Fear of Exposure Fear Masquerading as Resistance Surfacing the Fears Responding to Concerns Building Trust
- Chapter 4: You Get More Excited About Data When ... You're Not Doing It Alone Team Structures for Collaboration Communication for Team Connections Common Language for Collaboration Norms and Protocols Interdependence of Culture and Structure
- Chapter 5: You Get More Excited About Data When ... You See Faces in It Seeing Faces of Diversity and Equity Watching Faces Over Time Features on the Faces Are More Than Scores Hearing the Voices From the Faces Helping Students Face Their Learning Face-to-Face With Families
- Chapter 6: You Get More Excited About Data When ... It's Easy to Get Types of Data Displays Key Features of Data Displays Access to Data Doing It Ourselves: A School Creates Its Own Data System
- Chapter 7: You Get More Excited About Data When ... It Fits a Bigger Picture A Contrast of Cases Components of the School's Big Picture Key Points for Stakeholder Involvement Picturing the Work of Teaching Teams Inquiry in Teaching Teams Viewing Teaching Teams in Action
- Chapter 8: You Get More Excited About Data When ... It Saves Resources Consolidating Multiple and Existing Plans Testing Assumptions Before Seeking Solutions Confirming Best Practices Learning From Best-in-Class Schools Vetting New Programs Saying "No, Thank You"
- Chapter 9: You Get More Excited About Data When ... You Can Do Something About It Stick to Your Own Sphere Analyze the Offered Curriculum Fill Curriculum Gaps Critique the Culture Compare Best Practice and Typical Practice Determine What to Try-and What to Stop Develop Action Plans
- Chapter 10: You Get More Excited About Data When ... You Have Time to Deal With It Kinds of Time Needed A System Look at Data Studying and Repurposing Time Available Using Time Wisely
- Chapter 11: You Get More Excited About Data When ... It Shows You've Made a Difference Tending to Teacher Efficacy Producing Evidence of Implementation Generating Evidence of Impact Using Data to Demonstrate the Difference You Make Reaping Unexpected Benefits Spreading a Little Cheer One School's Story
- Chapter 12: You Get More Excited About Data When ... You Have Appropriate Support Touch the Talent in the Trenches Deliver on Reciprocal Accountability Redesign Professional Development for Learning Model Use of Data for Continuous Improvement Revisit Curriculum Roles Dedicate Time Tailor Tech Support Test Data Warehouses Protect Data Security and Privacy Support Principals One District's Inside-Out Story
- Chapter 13: Get More Excited Review and Reflect Choose Your Next Steps Rock Your World References and Suggested Readings Index.
- (source: Nielsen Book Data)
This book explains how collecting more data should 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. It 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.
(source: Nielsen Book Data)
- Publication date
- Copyright date
- 9781506357256 (pbk. ; alk. paper)
- 1506357253 (pbk. ; alk. paper)
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