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Data-driven Instruction
Data-driven instruction is an educational approach that relies on information to inform teaching and learning. The idea refers to a method teachers use to improve instruction by looking at the information they have about their students. It takes place within the classroom, compared to data-driven decision making. Data-driven instruction works on two levels. One, it provides teachers the ability to be more responsive to students’ needs, and two, it allows students to be in charge of their own learning. Data-driven instruction can be understood through examination of its history, how it is used in the classroom, its attributes, and examples from teachers using this process. History Prior to the current emphasis on data and accountability in schools, some school leaders and education researchers focused on standards-based reform in education. From the idea of creating standards comes accountability, the idea that schools should report on their ability to meet the designated stan ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Data-informed Decision-making
Data-informed decision-making (DIDM) gives reference to the collection and analysis of data to guide decisions that improve success.U.S. Department of Education Office of Planning, Evaluation and Policy Development (2009). ''Implementing data-informed decision making in schools: Teacher access, supports and use.'' United States Department of Education (ERIC Document Reproduction Service No. ED504191) Another form of this process is referred to as Data-Driven Decision-making, "which is defined similarly as making decisions based on hard data as opposed to intuition, observation, or guesswork." DIDM is used in education communities (where data is used with the goal of helping students and improving curricula) and is also used in other fields in which data is used to inform decisions. While " data based decision-making" is a more common term, "''data-informed'' decision-making" is the preferred term, since decisions should not be based solely on quantitative data. ''Data-driven dec ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Standards Based Reform
Outcome-based education or outcomes-based education (OBE) is an educational theory that bases each part of an educational system around goals (outcomes). By the end of the educational experience, each student should have achieved the goal. There is no single specified style of teaching or assessment in OBE; instead, classes, opportunities, and assessments should all help students achieve the specified outcomes. The role of the faculty adapts into instructor, trainer, facilitator, and/or mentor based on the outcomes targeted. Outcome-based methods have been adopted in education systems around the world, at multiple levels. Australia and South Africa adopted OBE policies from the 1990s to the mid 2000s, but were abandoned in the face of substantial community opposition. The United States has had an OBE program in place since 1994 that has been adapted over the years. In 2005, Hong Kong adopted an outcome-based approach for its universities. Malaysia implemented OBE in all of their ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
No Child Left Behind Act
The No Child Left Behind Act of 2001 (NCLB) was a U.S. Act of Congress that reauthorized the Elementary and Secondary Education Act; it included Title I provisions applying to disadvantaged students. It supported standards-based education reform based on the premise that setting high standards and establishing measurable goals could improve individual outcomes in education. The Act required states to develop assessments in basic skills. To receive federal school funding, states had to give these assessments to all students at select grade levels. The act did not assert a national achievement standard—each state developed its own standards. NCLB expanded the federal role in public education through further emphasis on annual testing, annual academic progress, report cards, and teacher qualifications, as well as significant changes in funding. While the bill faced challenges from both Democrats and Republicans, it passed in both chambers of the legislature with significan ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Race To The Top
Race to the Top (R2T, RTTT or RTT) was a $4.35 billion United States Department of Education competitive grant created to spur and reward innovation and reforms in state and local district K–12 education. Funded as part of the American Recovery and Reinvestment Act of 2009, it was announced by President Barack Obama and Secretary of Education Arne Duncan on July 24, 2009. States competing for the grants were awarded points for enacting certain educational policies, instituting performance-based evaluations for teachers and principals based on multiple measures of educator effectiveness (tied to targeted professional development and feedback), adopting common standards (though adoption of the Common Core state standards was not required), adopting policies that did not prohibit (or effectively prohibit) the expansion of high-quality charter schools, turning around the lowest-performing schools, and building and using data systems. Criteria for funding State applications for fun ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Numerical Data
Level of measurement or scale of measure is a classification that describes the nature of information within the values assigned to variables. Psychologist Stanley Smith Stevens developed the best-known classification with four levels, or scales, of measurement: nominal, ordinal, interval, and ratio. This framework of distinguishing levels of measurement originated in psychology and is widely criticized by scholars in other disciplines. Other classifications include those by Mosteller and Tukey, and by Chrisman. Stevens's typology Overview Stevens proposed his typology in a 1946 ''Science'' article titled "On the theory of scales of measurement". In that article, Stevens claimed that all measurement in science was conducted using four different types of scales that he called "nominal", "ordinal", "interval", and "ratio", unifying both " qualitative" (which are described by his "nominal" type) and "quantitative" (to a different degree, all the rest of his scales). The conc ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Qualitative Property
Qualitative properties are properties that are observed and can generally not be measured with a numerical result. They are contrasted to quantitative properties which have numerical characteristics. Some engineering and scientific properties are qualitative. A test method can result in qualitative data about something. This can be a categorical result or a binary classification (e.g., pass/fail, go/no go, conform/non-conform). It can sometimes be an engineering judgement. The data that all share a qualitative property form a nominal category. A variable which codes for the presence or absence of such a property is called a binary categorical variable, or equivalently a dummy variable. In businesses Some important qualitative properties that concern businesses are: Human factors, ' human work capital' is probably one of the most important issues that deals with qualitative properties. Some common aspects are work, motivation, general participation, etc. Although all of these a ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Summative Assessment
Summative assessment, summative evaluation, or assessment of learning is the assessment of participants in an educational program. Summative assessments are designed to both assess the effectiveness of the program and the learning of the participants. This contrasts with formative assessment, which summarizes the participants' development at a particular time in order to inform instructors of student learning progress. The goal of summative assessment is to evaluate student learning at the end of an instructional unit by comparing it against a standard or benchmark. Summative assessments may be distributed throughout a course or often after a particular unit (or collection of topics) . Summative assessment usually involves students receiving a grade that indicates their level of performance. Grading systems can include a percentage, pass/fail, or some other form of scale grade. Summative assessments are weighted more than formative assessments. Summative assessments are often ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Triangulation (social Science)
In the social sciences, triangulation refers to the application and combination of several research methods in the study of the same phenomenon. By combining multiple observers, theories, methods, and empirical materials, researchers hope to overcome the weakness or intrinsic biases and the problems that come from single method, single-observer, and single-theory studies. It is popularly used in sociology. "The concept of triangulation is borrowed from navigational and land surveying techniques that determine a single point in space with the convergence of measurements taken from two other distinct points." Triangulation can be used in both quantitative and qualitative studies as an alternative to traditional criteria like reliability and validity. Purpose The purpose of triangulation in qualitative research is to increase the credibility and validity of the results. Several scholars have aimed to define triangulation throughout the years. *Cohen and Manion (2000) define trian ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
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