Ecologies of Education Quality

Autor/inn/en	Graue, M. Elizabeth; Delaney, Katherine K.; Karch, Anne S.
Titel	Ecologies of Education Quality
Quelle	In: Education Policy Analysis Archives, 21 (2013) 8, (36 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-2341
Schlagwörter	Data; Decision Making; Educational Quality; Teacher Effectiveness; Achievement Gains; Academic Achievement; Urban Schools; School Districts; Classroom Environment; Elementary School Teachers; Grade 3; Grade 4; Grade 5; Principals; Observation; Outcome Measures; Correlation; Educational Environment; Disadvantaged Schools; Mixed Methods Research; Semi Structured Interviews + Suchen Sie Ihr Suchwort? Daten; Decision-making; Entscheidungsfindung; Quality of education; Bildungsqualität; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Achievement gain; Leistungssteigerung; Schulleistung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; School district; Schulbezirk; Klassenklima; Unterrichtsklima; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Principal; Schulleiter; Beobachtung; Korrelation; Lernumgebung; Pädagogische Umwelt; Schulumwelt
Abstract	Accountability in education has prompted policy makers and practitioners to focus on data use for instructional and organizational decision-making. The popular media have seized on Value Added (VA) measures as a key type of data use for reforming U.S. schools. Among education researchers, however, there are both critics and proponents. We examined data use by the district leaders and staff members of 12 schools in a large urban district, with attention to the role VA metrics play in their decisions and their conceptions of themselves. VA is only one of many types of data that can be used to portray quality. While there was a soft relationship between VA and classroom quality measured by CLASS, we found that understanding the schools' contexts, particularly the use of resources and the coherence of actions to improve student achievement, greatly enhanced the power of our descriptions. As a result, we suggest that policies promoting multidimensional approaches to quality will better capture the complexity of education. (Contains 2 figures and 12 tables.) (As Provided).
Anmerkungen	Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: http://epaa.asu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10