11. Intro to Systemic Improvement
This pages is used to share links to relevant resources that each of you locate. After you have located relevant resources and posted annotations on your wikifolio each week, paste the link and the annotation for the one you think your classmates will find most relevant in the appropriate place below. put your name in parentheses so we know who added it. Please be tidy and succinct. If it become apparent that a new category is needed you should consider adding it. Please note that is multiple people are editing simultaneously your edit may be lost. Cut and paste the page into your browser before you save just in case. If you want top post files such as articles, save the file to a public folder or as a public file in Google drive and paste the link here.
Quick Links: Student Wikifolios Classwikis Class Discussion Links
Aggregators
These are general resources that aggregate other resources and may be good hunting places for peers.
Articles
If you want to post files such as articles, save the file to a public folder or as a public file in Google drive and paste the link here. Consider posting a formal reference in the annotation in case your peers want to cite the article in their paper.
- "This study aimed at understanding the development of mental models for data use among educators in a small school district located in Texas. Drawing from survey and interview data, the study was guided by three questions: (1) How do educators conceptualize “data” in relation to “evidence” or “information”?; (2) How do teachers and school leaders construe “data” or “data use”?; and (3) What factors affect mental models for data use? Findings indicated that educators approached decision-making from a range of mental models for data use, and that models seemed rooted in ways of thinking about “data” and “data use” that were influenced by formal training, modeling by leaders, social interaction with colleagues, and personal experience."
- (shared by Amanda Mason-Singh)
This paper outlines a tool used by middle-grade science teachers to collect and use data to inform their practices. The same tool and dashboard are used to provide useful data for students, instructors, and administrators. (Shared by Una Winterman).
Hora, Gearhart, and Park (2014) present (Links to an external site.) an overview of DDDM in a variety of higher educational contexts. Their analysis concludes by finding the lack of DDDM infrastructure and capacities within higher educational contexts due to a lack of incentives, a lack of reflective use of data, and a lack of relevant, quaity data on education. Understanding some of the issues in adopting and implementing DDDM in higher education is relevant in determining the development and application of DDDM.
(Suraj - I also picked this article and thought this table was a nice sense of what its findings were:)
Gill, Coffee Borden, and Hallgren (2014) present a framework (Links to an external site.) for DDDM in education. While similarities exist with Mandinach's presented framework, it was interesting to note some of the more specific differences presented here.
Madinach, Patton, Gummer, and Anderson (2015) discuss (Links to an external site.) the development of data literacy in the context of ethical practices. Considering the ethical adoption of DDDM naturally requires reflection on what types of data and analyses are acceptable for use..
David:
- Elementary schools start teaching data literacy. (2014, November 16). Retrieved July 23, 2015. (Links to an external site.)
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- This article takes an interesting look at a data literacy program in an elementary school, suggesting that data illiteracy is a widespread problem across all of the American population, not just among teachers. The vision is to create a data-literate society that knows how to collect and process data to answer their own questions. The idea has interesting implications for teacher data literacy programs, which is why I included it in the Class Wiki.
Peggy
Alicia Dowd, A. (2005), Data Don’t Drive: Building a Practitioner-Driven Culture of Inquiry to Assess Community College Performance, Lumina Foundation for Education Research Report.
Too often, accountability policies require institutions to report data that are never actually used to guide decisions at the institutional or state levels (Dowd, 2005). I was attracted to this report because I wondered how to insure data collected are actually used for DDDM.
Websites
These are specific websites
Website: Data Quality Campaign (dataqualitycampaign.org Links to an external site.)
I actually came to this website by first watching a YouTube video (https://www.youtube.com/watch?v=cgrfiPvwDBw) that I found catchy and down to earth as a way to describe to parents how DDDM can be used by a K-12 teacher in the classroom. According to the website, “The Data Quality Campaign (DQC) is a national, nonprofit organization leading the effort to bring every part of the education community together to empower educators, parents, and policymakers with quality information to make decisions that ensure students achieve their best.” Just from some of what I explored, this seems like a great general information site. **(shared by Dianne Parrish, even though it isn’t the most relevant to my EDS challenge, I felt it was most relevant to others in a general sense)**
Videos, Podcasts and Slideshares
these are narrated resources (may be appropriate for listening while commuting
Other
These are things that don't fit in the other categories.