Data-Savvy School Systems

Autor/in	Zavadsky, Heather
Titel	Data-Savvy School Systems
Quelle	In: School Administrator, 70 (2013) 1, S.16-21 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-6439
Schlagwörter	Writing Instruction; School Districts; Grade 4; Intervention; Writing (Composition); Persuasive Discourse; Educational Improvement; Academic Achievement; Summative Evaluation; Formative Evaluation; California + Suchen Sie Ihr Suchwort? Schreibunterricht; School district; Schulbezirk; School year 04; 4. Schuljahr; Schuljahr 04; Schreibübung; Persuasion; Persuasive Kommunikation; Teaching improvement; Unterrichtsentwicklung; Schulleistung; Kalifornien
Abstract	A team of 4th-grade teachers in California's Sacramento City Unified School District collaboratively examines student writing products using a rubric that outlines elements in high-quality persuasive writing. The teachers analyze how they taught and assigned the written work in relationship to what the students produced. They focus on what a few of the teachers did differently to yield high-quality papers. While school districts are improving their use of data to identify academic intervention needs, few are able to connect data to teaching and learning similar to the teachers in Sacramento. One common element found across high-improvement school districts is their ability to leverage the right information to better all decision-making processes. Of course, data alone cannot spark improvement. The keys to their success are changes in practice and culture resulting in a system that wants, values, trusts and uses multiple sources of data to affect teaching and learning. (ERIC).
Anmerkungen	American Association of School Administrators. 801 North Quincy Street Suite 700, Arlington, VA 22203-1730. Tel: 703-528-0700; Fax: 703-841-1543; e-mail: info@aasa.org; Web site: http://www.aasa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10