Verfügbarkeit: I have the data... now what?

I have the data... now what?: analyzing data and making instructional changes

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1. Verfasser:	Moore, Betsy (VerfasserIn)
Format:	Buch
Sprache:	English
Veröffentlicht:	Larchmont, NY Eye on Education 2011
Schlagworte:	Curriculum change > Statistical methods Teaching > Statistical methods Educational statistics Curriculumreform
Online-Zugang:	Inhaltsverzeichnis
Beschreibung:	XIV, 111 S. graph. Darst.
ISBN:	9781596671706

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MARC


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Datensatz im Suchindex

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adam_text	IMAGE 1 CONTENTS 1NTRODUCTION: WHY DO WE NEED ANOTHER BOOK ABOUT DATA? . . . . . . . . . . . . VB CHAPTER 1 COMPILING THE DATA: HOW TO MAKE IT ALL MAKE SENSE 1 COMPILATION OF THE DATA: KNOWING WHAT DATA TO ANALYZE. . . . . . . . . . . . . . . 1 COMPILATION OF THE DATA: KNOWING HOW TO VISUALLY REPRESENT THE DATA. . . . . . . . . .. 2 REPRESENTING THE DATA: THE CLASS PROFILE GRAPH . . . . . . . . . . . . . . . . . . . . . . 2 REPRESENTING THE DATA: THE ITEM ANALYSIS GRAPH . . . . . . . . . . . . . . . . . . . . . 5 KEEPING THE DATA SIMPLE. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 HOUSING THE DATA. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 A FINAL WORD ON DATA COMPILATION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 CHAPTER] ANALYZING THE DATA: WHAT DOES IT ALL MEAN? 9 WHAT 1S ANALYSIS ANYWAY??? 9 DATA ANALYSIS PROCESS: SIX STEPS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 10 STEP 1: DISPLAYING THE DATA IN A USER-FRIENDLY WAY 10 STEP 2: ASKING QUESTIONS ABOUT THE DATA 12 STEP 3: ANSWERING QUESTIONS GENERATED FROM THE DATA 13 A FINAL WORD ON THE MEANING OF THE DATA . . . . . . . . . . . . . . . . . . . . . . . .. 13 CHAPTER 3 ANALYZING THE DATA: WHAT TO DO ABOUT IT. 15 1DENTIFYING 1NSTRUCTIONAL GOALS 15 STEP 4: FORMING INSTRUCTIONAL IMPLICATIONS IMPLIED BY THE DATA 16 STEP 5: MAKING GOALS TO CHANGE THE RESULTS OF THE DATA 18 STEP 6: KNOWING HOW TO ASSESS THE GOALS 20 A FINAL WORD ON DECIDING WHAT TO DO. . . . . . . . . . . . . . . . . . . . . . . . . . . 21 CHAPTER 4 FOLLOWING DATA ANALYSIS: DECIDING HOW TO DO WHAT NEEDS TO BE DONE 23 TIME TO PLAN FOR 1NSTRUCTION BASED ON THE DATA . . . . . . . . . . . . . . . . . . . . . 23 CHANGING 1NSTRUCTION BASED ON THE DATA: SEVEN STEPS FOR 1NSTRUCTIONAL CHANGE. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 A FINAL WORD ON DECIDING HOW TO DO IT 28 IX IMAGE 2 CHAPTER 5 SPECIFIC STRATEGIES FOR SPECIFIC SUBJECTS 29 USING THE INSTRUCTIONAL CHANGE PROCESS IN THE MAIN CONTENT AREAS. . . . . . . . 29 READING . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30 WRITING 31 MATH 32 SOCIALSTUDIES 34 SCIENCE. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .35 A FINAL WORD ON SPECIFIC STRATEGIES FOR SPECIFIC SUBJECTS 37 CHAPTER 6 SPECIFIC STRATEGIES TO INCREASE CRITICAL THINKING SKILLS 39 MOVING GUR STUDENTS TO HIGHER LEVEL THINKING SKILLS 39 BASIC BLOOM S . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40 UP TO ANALYSIS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41 UP TO SYNTHESIS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44 UP TO EVALUATION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46 A FINAL WORD ON SPECIFIC STRATEGIES TO INCREASE CRITICAL THINKING SKILLS . . . . . 48 CHAPTER 7 SPECIFIC STRATEGIES TO INCREASE TEST-TAKINGSKILLS 49 WHYTEACH TEST-TAKING SKILLS? 49 THE LINK BETWEEN TEST-TAKING SKILLS AND THE STANDARDS 50 TEACHING TEST TAKING AS A GENRE 52 SPECIFIC TEST-TAKING SKILLS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 52 PRIOR TO THE TEST 53 DURING THE TEST 54 AFTER THE TEST. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .56 SPECIFIC THINGS TEACHERS CAN DO 57 A FINAL WORD ON SPECIFIC STRATEGIES TO INCREASE TEST-TAKING SKILLS . . . . . . . .. 57 CHAPTER 8 CHARTING THE DATA FOR IMPROVEMENT 59 CHARTING THE DATA: NECESSITY AND REWARD 59 HOW TO CHART PROGRESS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60 HOW TO DISPLAY IMPROVEMENT 61 STUDENT INVOLVEMENT IN DATA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62 WHAT TO DO AFTER ANALYZING THE DATA 65 A FINAL WORD ON CHARTING THE DATA FOR IMPROVEMENT 66 EPILOGUE WHERE TO GO FROM HERE 67 BLUEPRINTS FOR THE PROCESS 71 REFERENCES 111 X I HAVE THE DATA ... NOW WHAT?
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title	I have the data... now what? analyzing data and making instructional changes
title_auth	I have the data... now what? analyzing data and making instructional changes
title_exact_search	I have the data... now what? analyzing data and making instructional changes
title_full	I have the data... now what? analyzing data and making instructional changes Betsy Moore
title_fullStr	I have the data... now what? analyzing data and making instructional changes Betsy Moore
title_full_unstemmed	I have the data... now what? analyzing data and making instructional changes Betsy Moore
title_short	I have the data... now what?
title_sort	i have the data now what analyzing data and making instructional changes
title_sub	analyzing data and making instructional changes
topic	Curriculum change Statistical methods Teaching Statistical methods Educational statistics Curriculumreform (DE-588)4148411-3 gnd
topic_facet	Curriculum change Statistical methods Teaching Statistical methods Educational statistics Curriculumreform
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