Leading Schools in a Data-Rich World: Harnessing Data for School Improvement / Edition 1

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Overview

More versatile than mere number crunching an d statistics, data can be an effective tool- even a powerful catalyst- for change within a school. By replacing cynicism with conviction, learning to harness data's power, and becoming good users of data to positively impact student achievement, school leaders can develop three crucial capacities: an inquiry habit of mind, data literacy, and a culture of inquiry.
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Editorial Reviews

Michael Fullan
"Leading Schools in a Data-Rich World is just what the doctor ordered to make data work for the betterment of schools. It is simultaneously deep and practical. It puts data at the center, but also puts it in perspective. It gives data a purpose and a set of conceptual and strategic tools for using knowledge wisely and effectively. "
Psyc CRITIQUES: Contemporary Psychology
"The book that every school administrator needs. A clear blueprint for establishing a school climate open to an evidence-based approach to programmatic change. "
August 2006 PsycCRITIQUES
"The book that every school administrator needs. A clear blueprint for establishing a school climate open to an evidence-based approach to programmatic change."
August 2006 Psyc CRITIQUES
"The book that every school administrator needs. A clear blueprint for establishing a school climate open to an evidence-based approach to programmatic change. "
From the Foreword by Michael Fullan
"Leading Schools in a Data-Rich World is just what the doctor ordered to make data work for the betterment of schools. It is simultaneously deep and practical. It puts data at the center, but also puts it in perspective. It gives data a purpose and a set of conceptual and strategic tools for using knowledge wisely and effectively. "
Ronald L. Russell
"I recommend this book for school leadership teams and study groups delving into the school improvement process.Earl and Katz manage to make leaders feel comfortable with using data to improve student achievement. The authors help reduce the fear of 'number crunching' with vignettes that show how meaningful data analysis through a team approach can truly help direct our efforts to improve academic outcomes. "
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Product Details

  • ISBN-13: 9781412906463
  • Publisher: SAGE Publications
  • Publication date: 11/28/2006
  • Edition description: New Edition
  • Edition number: 1
  • Pages: 152
  • Product dimensions: 6.90 (w) x 9.90 (h) x 0.30 (d)

Meet the Author

Lorna M.Earl is a director of Aporia Consulting Ltd. and a retired associate professor from the Department of Theory and Policy Studies at the Ontario Institute for Studies in Education of the University of Toronto. She was the first director of assessment for the Ontario Education Quality and Accountability Office, and she as been a researcher and research director in school districts for over 20 years.

Throughout her career, Earl has concentrated her efforts on policy and program evaluations as a vehicle to enhance learning for pupils and for organizations. She has done extensive work in the areas of literacy and the middle years, but has concentrated her efforts on issues related to evaluation of large-scale reform and assessment (large-scale and classroom) in many venues around the world. She has worked extensively in schools and school boards, and has been involved in consultation, research, and staff development with teachers' organizations, ministries of education, school districts, and charitable foundations. Earl holds a doctorate in epidemiology and biostatistics, as well as degrees in education and psychology.

Steven Katz is a director with the research and evaluation firm Aporia Consulting Ltd. and a permanent faculty member in Human Development and Applied Psychology at the Ontario Institute for Studies in Education (OISE) of the University of Toronto. He is an associate member of the School of Graduate Studies and is the coordinator of the Psychology of Learning and Development initial teacher education program component.

Katz has a doctorate in human development and applied psychology, with a specialization in applied cognitive science. His areas of expertise include cognition and learning, teacher education, networked learning communities, and the design of data-driven systems for organizational accountability, planning, and improvement. He has received the Governor General's medal for excellence in his field, and has been involved in research and evaluation, professional development, and consulting with a host of educational organizations around the world.

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Table of Contents

Foreword by Michael Fullan
About the Authors
Acknowledgments
Introduction
1. Putting Data at the Center of School Improvement
2. Using Data for Informed Decision Making
3. Cultivating the Qualities of Data-Driven Leadership
4. Developing an Inquiry Habit of Mind
5. Becoming Data Literate
6. Creating a Culture of Inquiry
7. Sustaining the Process: The Cycle of Inquiry
Resource: Task Sheets for Assignments
References
Index

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