Data Wise: A Step-by-Step Guide to Using Assessment Results to Improve Teaching and Learning, Revised and Expanded Edition

Kathryn Parker Boudett

ISBN 10: 161250521X / ISBN 13: 9781612505213

Published by Harvard Educational Publishing Group, 2013

About this Item

Demonstrates how examining test scores and other classroom data can become a catalyst for important school wide conversations that will enhance schools abilities to capture teachers knowledge, foster collaboration, identify obstacles to change, and enhance school culture and climate.

Seller Inventory # CIN161250521XA

Bibliographic Details

• Title: Data Wise: A Step-by-Step Guide to Using Assessment Results to Improve Teaching and Learning, Revised and Expanded Edition
• Publisher: Harvard Educational Publishing Group
• Publication Date: 2013
• Language: English
• ISBN 10: 161250521X
• ISBN 13: 9781612505213
• Binding: Paperback
• Condition: Fair

About this title

Synopsis

Data Wise, Third Edition (9781682539972) is now available! The new edition isn't just an update―it's an equity transformation that makes Data Wise clearer, more inclusive, and applicable beyond K-12 to support whole-child learning. 
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Data Wise, Revised and Expanded Edition presents a continuous, sustainable process that allows school leaders to harness classroom metrics to inform educational practice.

At its core, the Data Wise method fosters effective collaboration among educators, enabling teams to study a wide range of evidence and then use what they learn to enrich school culture and climate and ensure that each student thrives.

Kathryn Parker Boudett, Elizabeth A. City, and Richard J. Murnane offer clear guidance for enacting all stages of the Data Wise improvement process and for integrating data inquiry into long-term institutional practice. They begin with actions that lay the groundwork for collaboration: advancing assessment literacy among contributors, building productive professional learning communities, and identifying targets for change. They continue with advice on evaluating progress and boosting accountability.

Throughout the book, the authors recommend practical tools and proven practices, such as the plus/delta protocol and the ACE Habits of Mind (focusing on action, collaboration, and evidence), that help school leaders optimize the quality of meetings, especially those in which educators analyze data. They also provide tips for how to make best use of developments in education and technology, from Common Core State Standards to online collaboration tools.

The field-tested strategies of the Data Wise improvement process have been used to great success in schools around the world, showing that careful examination of test scores, classroom data, and other educational evaluations can become a catalyst for important schoolwide conversations and transformations.

About the Author

Kathryn Parker Boudett is a lecturer on education at HGSE and director of the Data Wise Project, where she works to support a community of educators in developing and using resources for working collaboratively to use data to make real and lasting improvements in teaching and learning. Working with graduate students and teams of educators who enroll in her courses, Kathy enjoys bridging the worlds of research, practice, and policy.

Elizabeth A. City helps educators advance learning for all students through strategy, leadership development, and improvement practices. Liz has served in many roles, including teacher, principal, instructional coach, and consultant. She is currently director of the Doctor of Education Leadership (Ed.L.D.) Program and lecturer on education at the Harvard Graduate School of Education (HGSE).

Richard J. Murnane, an economist, is The Thompson Professor of Education and Society at HGSE and a research associate at the National Bureau of Economic Research. In recent years he has pursued two lines of research. One examines how computer-based technological change has affected skill demands in the U.S. economy, and the other explores how growth in family income inequality in the United States has affected educational opportunities for children from low-income families and the effectiveness of alternative strategies for improving life chances for these children.