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Turn skepticism about data into knowledge for true educational reform!
More versatile than mere number crunching and statistics, data can be an effective tool—or even a powerful catalyst—for change within a school. Lorna M. Earl and Steven Katz show educators how to become comfortable with data, and provide valuable tools that school leaders and school improvement teams can use in their work, including:
- Vignettes to support group discussion
- Activities to give readers a chance to practice ideas and concepts
- Task sheets
- Short case studies that show how the full process works
- Sales Rank: #1034243 in Books
- Published on: 2006-02-01
- Original language: English
- Number of items: 1
- Dimensions: 9.94" h x .39" w x 6.92" l, .72 pounds
- Binding: Paperback
- 152 pages
Review
"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." (Ronald L. Russell, Assessment Consultant 2005-10-10)
"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." (From the Foreword by Michael Fullan 2005-10-19)
"The book that every school administrator needs. A clear blueprint for establishing a school climate open to an evidence-based approach to programmatic change." (PsycCRITIQUES, August 2006 2006-08-21)
From the Back Cover
Lorna M. Earl and Steven Katz show educators how to become comfortable with data, and provide valuable tools for school improvement teams to use in their work.
About 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.
Most helpful customer reviews
0 of 0 people found the following review helpful.
Book about using data to set goals
By ym
This book really helped me in using data to drive instruction and to set goals for student and school improvement. It has been extremely helpful in helping me plan, organize, and set goals for improvement in my school and class work
0 of 0 people found the following review helpful.
Leading Schools in a Data-Rich World
By Robert T. Hess
Leading Schools in a Data-Rich World (2006) by Earl and Katz has many strong features. Since it is not a compilation of authors, it is cohesive and easy to read. This book introduces a middle school in the beginning and takes the reader through that school's journey with data. Using the metaphor of a painter, the authors make using data compelling and emphasize the importance of asking questions about your data and developing an inquiring mind about data. Using the term "data literate," the reader comes to understand that using data effectively is a process--a long term commitment.
The book includes assignments along the way which are intended for school staffs to use and apply to their own school. This book is an excellent introduction to data, how to use data effectively, and a great place for data teams to start. There are many examples of concept maps and questioning strategies and developing hypothesis activities. The 7.5 x 10" format of the book makes it very convenient for readers to photocopy the assignment sheets, write in the margins, and use the book as a living text so that they can connect it to the work they doing in their own school. Leading Schools in a Data-Rich World is a great primer for helping teachers begin using data appropriately and effectively. Strongly Recommended.
2 of 4 people found the following review helpful.
Book review
By Michelle S. Berg
I really enjoyed this book about school improvement. It is one that I will keep and not resell. It had some great points in it when leading a staff through the perils of selecting yearly goals.
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