Education has fought long and hard to gain acceptance as a profession and, since professionals by definition use data to shape the decisions they make, education has little choice but to continue moving in this direction. This 3-part handbook represents a major contribution to the literature of education. It is a unique compendium of the most original work currently available on how, when and why evidence should be used to ground practice. It is a comprehensive, cross-disciplinary, research-based, and practice-based resource that all educators can turn to as a guide to data-based decision making.
The Handbook of Data-Based Decision Making in Education is a must read for researchers who are just beginning to explore the scientifically based nature of educational practice. It is also appropriate for policy makers and practitioners who are confronted with young people who need to be in classrooms where "best practices" are the norm and not the exception.
Table of Contents
Part 1: Theoretical and Practical Perspectives 1. Evidence and Decision Making in Professions Theodore J. Kowalski 2. Ethics and Decision Making by Educational Leaders Paul T. Begley 3. Legal Dimensions of Using Employee and Student Data to Make Decisions R. Lance Potter and Jacqueline A. Stefkovich 4. The Role of Private Firms in Data-Based Decision Making Patricia Burch and Tracy Hayes 5. The No Child Left Behind Act: Making Decisions Without Data or Other Reality Checks Timothy R. Konold and James M. Kauffman Part 2: Building Support for Data-Based Decisions 6. Preparing Educators to Effectively Use Student Data Systems Jeffrey C. Wayman and Vincent Cho 7. Accessing and Using National Databases Terrell Lamont Strayhorn 8. Developing and Nurturing Resources for Effective Data-Driven Decision Making Anthony Picciano 9. Preparing Educators to Use Curriculum-Based Measurement Robin Codding and James Connell 10. Principal Leadership, Data, and School Improvement Michael A. Copland, Michael S. Knapp, and Juli A. Swinnerton 11. Building Data-Driven District Systems: Examples from Three Award-Winning Urban Systems Heather Zavadsky 12. School System Strategies for Supporting Data Use Amanda Datnow and Vicki Park 13.Research on Teachers’ Using Data to Make Decisions James Raths, Stephanie A. Kotch and Christine Carrino Gorowara 14. Research and Evaluation on Data-Based Decisions in Education Gregory J. Marchant and Sharon E. Paulsen Part 3: Data-Based Applications 15. Using Data to Make Critical Choices Thomas J. Lasley II 16. Formative versus Summative Assessments as Measures of Student Learning Robert Marzano 17. Using Evidence to Support Administrative Decisions Jane Hemsley-Brown 18. Swimming in the Depths: Educators’ Ongoing Effective Use of Data to Guide Decision Making Leanne R. Bettesworth, Julie Alonzo and Luke Duesbery 19. Creative Decision-Making Strategies through Technology-Based Curriculum Tools John Castellani and Deborah Carran 20. Aggregating and Analyzing Classroom Achievement Data Supplemental to External Tests John Burger, Brian Perry, and Megan Eagle 21. Collaborative Inquiry and Data-based Decision Making Douglas Huffman and Kelli Thomas 22. Evidential Reasoning and Decision Support in Assessment of Teacher Practice Arthur M. Recesso and Sally J. Zepeda 23. Data: The DNA of Politically-based Decision Making in Education Bruce Cooper, John Surequ and Stephen Coffin 24. Using Data to Assess School Culture Theodore J. Kowalski and Tricia Browne-Ferrigno 25. Data-Based Teacher Selection: Viewed from a Planning, Recruitment, and Selection Perspective I. Phillip Young 26. Issues of Recruitment and Selection from a Data-based Perspective: Implications for Educational Leadership Programs I. Phillip Young and Carol Mullen 27. When Data are Insufficient to Make Group Decisions: A Case Study in Community College Administration Diane Dunlap and Renae Weber 28. How NCLB has Affected the Practice of School District Superintendents George Petersen, Cal Poly San Luis Obispo and Larry Dlugosh
Theodore J. Kowalski is professor and the Kuntz Family Chair in Educational Administration at the University of Dayton. A former superintendent and college of education dean, he is the editor of the Journal of School Public Relations, serves on the editorial boards of two other journals, and is the author of over 150 professional publications including 31 books. His most recent books are Effective Communication for School Administrators (2007), Case Studies on Educational Administration (5th ed., 2008), School Public Relations (4th ed., 2008), and Data-Driven Decisions and School Leadership (2008).
Thomas J. Lasley II is Dean, School of Education and Allied Professions at the University of Dayton. He has published in excess of 70 articles in professional journals and has authored or co-authored 11 books. He has served on a variety of regional and state level education commissions and boards including the Governor’s Commission on Teaching Success and the Ohio Board of Regents’ Planning and Accountability Committee. He co-founded the Dayton Early College Academy, a unique educational partnership between the University of Dayton and the Dayton Public Schools and is co-chair of the Teacher Quality Partnership.