Demystifying the Data-Based Decision-Making Process

Autor/inn/en	Cramer, Elizabeth D.; Little, Mary E.; McHatton, Patricia Alvarez
Titel	Demystifying the Data-Based Decision-Making Process
Quelle	In: Action in Teacher Education, 36 (2014) 5-6, S.389-400 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-6620
DOI	10.1080/01626620.2014.977690
Schlagwörter	Decision Making; Preservice Teacher Education; Preservice Teachers; Decision Making Skills; Accountability; Management Information Systems; Models; Program Descriptions; Data Collection; Needs Assessment; Reflection; Program Improvement; Information Dissemination; Knowledge Management; Best Practices; Educational Change; Evaluation Utilization; Information Skills; Information Literacy; Skill Development + Suchen Sie Ihr Suchwort? Decision-making; Entscheidungsfindung; Lehramtsstudiengang; Lehrerausbildung; Verantwortung; Managementinformationssystem; Analogiemodell; Data capture; Datensammlung; Bedarfsermittlung; Informationsverbreitung; Wissensmanagement; Bildungsreform; Informationskompetenz; Orientierungswissen; Kompetenzentwicklung; Qualifikationsentwicklung
Abstract	Across the United States, teachers and teacher educators are facing increased accountability for improved student achievement. Using assessment results to inform instruction provides a catalyst to improve student outcomes and is a key skill for preservice teacher candidates. The process of data-based decision making is integral to performance tasks by teachers. Therefore, teacher-educators need to develop teacher candidates with the knowledge and skills to collect and use data to assess their own teaching and, ultimately, improve student achievement. In addition, these student achievement data are now also important to the accountability processes and accreditation of educator preparation programs. The purpose of this article is to describe a conceptual model, including specific skills and processes of data-based decision making, to address accountability demands for continuous improvement based upon student learning results across multiple contexts. Considerations for implementation by teacher educators will be shared to build a comprehensive system of sustained school reform. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01