Data-Based Decision-Making Teams in Middle School: Observations and Implications from the Middle School Intervention Project

Autor/inn/en	Crone, Deanne A.; Carlson, Sarah E.; Haack, Marcia K.; Kennedy, Patrick C.; Baker, Scott K.; Fien, Hank
Titel	Data-Based Decision-Making Teams in Middle School: Observations and Implications from the Middle School Intervention Project
Quelle	In: Assessment for Effective Intervention, 41 (2016) 2, S.79-93 (15 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-5084
DOI	10.1177/1534508415610322
Schlagwörter	Observation; Intervention; Data; Decision Making; Teamwork; Educational Improvement; Educational Practices; Middle Schools; Meetings; Time on Task; Program Implementation; Self Evaluation (Groups); Questionnaires; Group Dynamics; Information Sources; Alignment (Education); Longitudinal Studies; Classroom Observation Techniques + Suchen Sie Ihr Suchwort? Beobachtung; Daten; Decision-making; Entscheidungsfindung; Teaching improvement; Unterrichtsentwicklung; Bildungspraxis; Middle school; Mittelschule; Mittelstufenschule; Meeting; Tagung; Zeitaufwand; Self evaluation; Group; Groups; Selbstevaluation; Gruppe (Soz); Fragebogen; Gruppendynamik; Information source; Informationsquelle; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung
Abstract	The use of data-based decision making (DBDM) in schools to drive educational improvement and success has been strongly promoted by educational experts and policymakers, yet very little is documented about the actual DBDM practices used in schools. This study examines DBDM practices in 25 middle schools through 80 standardized observations of data team meetings and through survey responses. DBDM practices in terms of structure, process, content, quality, and alignment between self-report and observation are described. Key findings include the following: (a) The average amount of time spent discussing an individual student was brief, less than 2 min; (b) on average, actionable decisions following discussions of behavior or reading issues were made 34% to 40% of the time; and (c) there was weak alignment on key topics between self-reported and observed DBDM practices. These findings underscore the need for additional studies of DBDM practices in school and of the impact of DBDM practices on important student outcomes. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01