Search results for: Decision making
Page 2/4 32 items
The purpose of this case study was to investigate the impact of using an electronic assessment systems (EAS) beyond meeting minimal teacher education program compliance obligations. The findings reveal that many of the challenges the authors have encountered while implementing this yearly evaluation cycle fall into three categories: data, analysis, and ownership. Based on their experiences, the authors suggest a framework for the systematic, continuous review of assessment data, a Yearly Program Evaluation Cycle. They argue that having a systematic assessment model helps build agreement among faculty and administration regarding assessment planning, analyzing results, and, then later, implementing the changes based on this analysis.
Updated: May. 11, 2015
The Case for Increasing Workplace Decision-Making: Proposing a Model for Special Educator Attrition Research
The purpose of this article is to advance a research-based model to provide guidance for school administrators and researchers. The proposed model combines five thematic, contributing factors and a sixth, relatively understudied factor, workplace decision-making, to illustrate factor effects on special educators’ perceptions of job satisfaction and, ultimately, career decisions.
Updated: Apr. 14, 2015
The Influence of a Technology-Based Internship on First-Year Teachers’ Instructional Decision-Making
This study examined the influence of technology-based internships on teachers’ instructional decision-making during their first year in the classroom. The findings indicated that the technology internship exposed participants to such realities as time and classroom management, adaptation to available technology resources, and introducing new tools to students.
Updated: Feb. 17, 2015
This paper explores issues around the growing need for data-driven decision making in programs in schools of education. A systems perspective to explore course and programmatic implementation is presented.
Updated: Jan. 19, 2014
This essay describes the approach the U.S. Department of Education has taken in its Increasing Educational Productivity project. The authors argue that the department’s actual practice in this instance has fallen short of the rhetorical embrace of evidence-based decision making.
Updated: Oct. 23, 2013
The Common Core State Standards’ Quantitative Text Complexity Trajectory: Figuring Out How Much Complexity Is Enough
The Common Core State Standards (CCSS) set a controversial aspirational, quantitative trajectory for text complexity exposure for readers throughout the grades, aiming for all high school graduates to be able to independently read complex college and workplace texts. The authors extend and elaborate the CCSS presentation and discussion, proposing that decisions about shifting quantitative text complexity levels in schools requires more than implementation of a single, static standard. This article proposes a rigorous two-part analytical strategy for decision making surrounding the quantitative trajectory standard.
Updated: Sep. 16, 2013
Examining Data Driven Decision Making via Formative Assessment: A Confluence of Technology, Data Interpretation Heuristics and Curricular Policy
The authors explored the potential barriers for the successful adoption of the CaseMate system, a tool created to support data driven decision making (DDDM). The participants in this usability study were 42 preservice students in a masters program for teaching. The findings illustrate the barriers to implementing DDDM in actual classroom practice: a confluence of curriculum structure and policy as well as technology and teacher heuristics that result in variations in data interpretation.
Updated: Jul. 31, 2013
Turkish Preservice Science Teachers’ Informal Reasoning Regarding Socioscientific Issues and the Factors Influencing Their Informal Reasoning
In this study, the authors explore Turkish preservice science teachers’ informal reasoning regarding socioscientific issues and the factors influencing their informal reasoning. The authors found that the factors influencing informal reasoning were: personal experiences, social considerations, moral-ethical considerations, and technological concerns.
Updated: Jan. 28, 2013
In this article, the authors focus on the work of teachers, which they claim is heavily value-laden and therefore susceptible to ethical dilemmas. The authors discuss a model of ethical decision-making in order to understand the nature of ethical dilemmas faced by teachers. The authors propose a number of scenarios developed from real-life problems faced by teachers in Australian schools.
Updated: Nov. 13, 2012
Using a “communities of practice” approach, this case study explores the connections between teachers’ evidence-based decision-making practices and their efficacy beliefs. Findings indicate that teachers co-construct their efficacy beliefs in in their communities of practice.
Updated: Feb. 16, 2012