Transforming teaching and learning through data-driven decision making

Gathering data and using it to inform instruction is a requirement for many schools, yet educators are not necessarily formally trained in how to do it. This book helps bridge the gap between classroom practice and the principles of educational psychology. Teachers will find cutting-edge advances in research and theory on human learning and teaching in an easily understood and transferable format. The text′s integrated model shows teachers, school leaders, and district administrators how to establish a data culture and transform quantitative and qualitative data into actionable knowledge based on:

Assessment Statistics Instructional and differentiated psychology Classroom management

Author Notes

Ellen Mandinach is a Serior Research Scientist at WestEd. She has been a leading expert in the area of data-driven decision making at the classroom, district, and state levels. Her work over the past serveral years has focused on understanding how educators are using data to inform practice. She has written and spoken widely on the topic, and has served on a number of technical working groups and advisory boards on data use. Dr. Mandinach served as an expert panelist on the IES Practice Guide for data-driven decision making and on the technical working group comissioned by NCES to understand how researchers can better use the statewide longitudinal data systems. She has authored a number of publications for academic journals, technical reports, and four books. She received an B.A. in psychology from Smith College and a Ph.D. in Educational Psychology from Stanford University.

Sharnell S. Jackson is a nationally recognized instructional leadership consultant, coach, and executive strategist for school districts, foundations, businesses, and corporations. She has more than thirty-five years of K - 12 experience as a classroom teacher, teacher leader, assistant principal, state director, and chief executive officer of enterprise information and e-Learning. Sharnell is the Founder/CEO of her own company, Data-Driven Innovations Consulting. She received her Masters in Curriculum and Instruction from National Louis University, Illinois; and a Master's in Science, Mathematics, and Instructional Technology from NASA Fellowship at Wheeling Jesuit University, Virginia; and a Master's in Educational Administration from Lewis Jesuit University, Illinois.

Acknowledgments	p. ix
About the Authors	p. xv
Introduction	p. 1
How Does Educational Psychology Fit Into the Mix?	p. 1
Why Do We Need Another Book on the Topic?	p. 3
Why These Authors?	p. 5
Outline for the Book	p. 6
1 The Context of Data-Driven Decision Making	p. 11
Answering the Questions	p. 12
Some Highlighted References	p. 21
Glossary	p. 22
2 What Research Tells Us About Data-Driven Decision Making	p. 23
Foundations of Data-Driven Decision Making	p. 24
Components of Data-Driven Decision Making	p. 44
Concluding Comments	p. 56
Some Highlighted References	p. 57
Glossary	p. 58
3 Technology to Support Data-Driven Decision Making	p. 59
A Caveat	p. 59
Technologies Applicable Across Districts	p. 61
Emerging Technologies	p. 66
The Role of Statewide Longitudinal Data Systems	p. 78
Summing Up	p. 83
Some Highlighted References	p. 87
Glossary	p. 87
4 Continuous Capacity Building: Data-Driven Decision-Making Skills and Pedagogical Data Literacy	p. 89
The Continuum From Pre-Service to Professional Development	p. 90
Data-Driven Skills	p. 108
Summing Up	p. 114
Some Highlighted References	p. 116
Glossary	p. 116
5 Using Data for Continuous Improvement: Processes and Structures	p. 117
Components of Data Use	p. 118
Concluding Comments	p. 139
Some Highlighted References	p. 140
Glossary	p. 141
6 Building a Culture to Use Data	p. 143
Organizing for Collaborative Inquiry and Data Use	p. 144
Forms of Data Use for Teachers	p. 155
Supporting Teacher Data Use	p. 162
Summing Up	p. 166
Our Hypothetical Schools	p. 168
Some Highlighted References	p. 178
Glossary	p. 178
7 Differentiated Instruction Using Formative Assessments	p. 179
Forms of Differentiation	p. 181
Organizing Instruction	p. 187
Summing Up	p. 190
Some Highlighted References	p. 192
Glossary	p. 192
8 CHOPS: Learning From Examples and Closing Thoughts	p. 193
Practicing Data-Driven Decision Making	p. 194
Putting Theory Into Practice: The Catch-22	p. 227
Change Management: Using Data to Improve Education	p. 228
Endnotes	p. 233
References	p. 235
Index	p. 251

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Table of Contents