Teacher needs for data-related professional learning
Tài liệu tham khảo
Anderson, 2010, Leading data use in schools: Organizational conditions and practices at the school and district levels, Leadership and Policy in Schools, 9, 292, 10.1080/15700761003731492
Beadie, 2004, Moral errors and strategic mistakes: Lessons from the history of student accountability, 35
Bernhardt, 2009
Borko, 2004, Professional development and teacher learning: Mapping the terrain, Educational Researcher, 33, 3, 10.3102/0013189X033008003
2005
Brown, 1989, Situated cognition and the culture of learning, Educational Researcher, 18, 32, 10.3102/0013189X018001032
Burch, 2009, The role of private firms in data-based decision-making, 54
Copland, 2003, Leadership of inquiry: Building and sustaining capacity for school improvement, Educational Evaluation and Policy Analysis, 25, 375, 10.3102/01623737025004375
Copland, 2009, Data informed leadership and school improvement
Datnow, 2007
Desimone, 2002, Effects of professional development on teachers’ instruction: Results from a three-year longitudinal study, Educational Evaluation and Policy Analysis, 24, 81, 10.3102/01623737024002081
Earl, 2003, Using data in leadership for learning, Cambridge Journal of Education, 33, 383, 10.1080/0305764032000122023
Elmore, 2004
Fullan, 2007
Gallucci, 2008, Districtwide instructional reform: Using sociocultural theory to link professional learning to organizational support, American Journal of Education, 114, 541, 10.1086/589314
Garet, 2001, What makes professional development effective? Results from a national sample of teachers, American Educational Research Journal, 38, 915, 10.3102/00028312038004915
Goertz, 2010
Guskey, 1989, Attitude and perceptual change in teachers, International Journal of Educational Research, 13, 439, 10.1016/0883-0355(89)90039-6
Guskey, 2002, Professional development and teacher change, Teachers and Teaching: Theory and Practice, 8, 381, 10.1080/135406002100000512
Guskey, 2009, Closing the knowledge gap on effective professional development, Educational Horizons (Annual), 87, 224
Guskey, 2009, What works in professional development?, Phi Delta Kappan, 90, 495, 10.1177/003172170909000709
Hamilton, 2009
Ikemoto, 2007, Cutting through the “data-driven” mantra: Different conceptions of data-driven decision making, 74
Ingvarson, 2005, Factors affecting the impact of professional development programs on teachers’ knowledge, practice, student outcomes & efficacy, Education Policy Analysis Archives, 13, 1
Jimerson, J. B. & Wayman, J. C. Professional learning for using data: Examining teacher needs and supports, Teachers College Record, in press.
Katz, 2009
Kerr, 2006, Strategies to promote data use for instructional improvement: Actions, outcomes, and lessons from three urban districts, American Journal of Education, 112, 496, 10.1086/505057
Knapp, 2006, Data-informed leadership in education, Center for the Study of Teaching and Policy
Lachat, 2005, Practices that support data use in urban high schools, Journal of Education for Students Placed at Risk, 10, 333, 10.1207/s15327671espr1003_7
Louis, 2007, Trust and improvement in schools, Journal of Educational Change, 8, 1, 10.1007/s10833-006-9015-5
Louis, 2010
Mandinach, 2008, A conceptual framework for data-driven decision-making, 13
Marsh, 2010, How instructional coaches support data-driven decision making: Policy implementation and effects in Florida middle schools, Educational Policy, 24, 872, 10.1177/0895904809341467
Means, 2009
Means, 2010
Miles, 1994
Newmann, 2000, Professional development that addresses school capacity: Lessons from urban elementary schools, American Journal of Education, 108, 259, 10.1086/444249
Park, 2009, Co-constructing distributed leadership: District and school connections in data-driven decision-making, School Leadership and Management, 29, 477, 10.1080/13632430903162541
Penuel, 2007, What makes professional development effective? Strategies that foster curriculum implementation, American Educational Research Journal, 44, 921, 10.3102/0002831207308221
Saxe, 2001, Enhancing students’ understanding of mathematics: A study of three contrasting approaches to professional support, Journal of Mathematics Teacher Education, 4, 55, 10.1023/A:1009935100676
Schildkamp, 2010, Data-informed curriculum reform: Which data, what purposes, and promoting and hindering factors, Teaching and Teacher Education, 26, 482, 10.1016/j.tate.2009.06.007
Spillane, 2002, School improvement processes and practices: Professional learning for building instructional capacity, Yearbook of the National Society for the Study of Education, 101, 83, 10.1111/j.1744-7984.2002.tb00005.x
Supovitz, 2010, Knowledge-based organizational learning for instructional improvement, 707
Supovitz, 2003
Talbert, 2010
Thomas, 2005, The Elementary and Secondary Education Act at 40: Equity, accountability, and the evolving federal role in public education, Review of Research in Education, 29, 51, 10.3102/0091732X029001051
Valli, 2007, The changing roles of teachers in an era of high-stakes accountability, American Educational Research Journal, 44, 519, 10.3102/0002831207306859
Wayman, 2005, Involving teachers in data-driven decision making: Using computer data systems to support teacher inquiry and reflection, Journal of Education for Students Placed at Risk, 10, 295, 10.1207/s15327671espr1003_5
Wayman, J. C., Cho, V., Jimerson, J. B., & Snodgrass Rangel, V. W. (2010, May). The data-informed district: A systemic approach to educational data use. Paper presented at the 2010 Annual Meeting of the American Educational Research Association, Denver, CO.
Wayman, 2007
Wayman, 2009
Wayman, 2012, Organizational considerations in establishing the data-informed district, School Effectiveness and School Improvement, 23, 159, 10.1080/09243453.2011.652124
Wayman, 2012, District-wide effects on data use in the classroom, Education Policy Analysis Archives, 25, 10.14507/epaa.v20n25.2012
Wayman, 2012, Using data to inform practice: effective principal leadership strategies
Wayman, 2006, Technology-supported involvement of entire faculties in examination of student data for instructional improvement, American Journal of Education, 112, 549, 10.1086/505059
Wayman, 2004
Wei, 2009
Wells, 2009, Our children's burden”: A history of federal education policies that ask (now require) our public schools to solve societal inequality, 1
Yates, 2007, Teachers’ perceptions of their professional learning activities, International Education Journal, 8, 213
Yoon, 2007
Young, 2006, Teachers’ use of data: Loose coupling, agenda setting, and team norms, American Journal of Education, 112, 521, 10.1086/505058