東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

The Beliefs that School Administrato...

Medina, Ricky Lee.

FindBook

Google Book

Amazon

博客來

The Beliefs that School Administrators Hold about the Role of Data in Driving School Improvement.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	The Beliefs that School Administrators Hold about the Role of Data in Driving School Improvement./
作者:	Medina, Ricky Lee.
面頁冊數:	98 p.
附註:	Source: Dissertation Abstracts International, Volume: 72-02, Section: A, page: 0517.
Contained By:	Dissertation Abstracts International72-02A.
標題:	Education, Leadership. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3434094
ISBN:	9781124404172

The Beliefs that School Administrators Hold about the Role of Data in Driving School Improvement.
Medina, Ricky Lee.

The Beliefs that School Administrators Hold about the Role of Data in Driving School Improvement. - 98 p.

Source: Dissertation Abstracts International, Volume: 72-02, Section: A, page: 0517.

Thesis (Ph.D.)--University of Nevada, Reno, 2010.

Public policy and the popular press advocate for the use of data driven decision making by administrators in order to make Adequate Yearly Progress (AYP) and avoid No Child Left Behind sanctions. Requirements such as State Senate Bill 1 and the Student Achievement Gap Elimination (SAGE) school improvement process also emphasize data driven decision making. However, empirical evidence about data driven decision making is lacking, and not much is known about the current practices of school administrators or their beliefs towards using data to drive decisions.

ISBN: 9781124404172Subjects--Topical Terms:

1035576
Education, Leadership.

The Beliefs that School Administrators Hold about the Role of Data in Driving School Improvement.
LDR:02994nam 2200361 4500 001 1404009
005 20111116122903.5
008 130515s2010 ||||||||||||||||| ||eng d
020 $a 9781124404172
035 $a (UMI)AAI3434094
035 $a AAI3434094
040 $a UMI $c UMI
100 1 $a Medina, Ricky Lee. $3 1683304
245 1 4 $a The Beliefs that School Administrators Hold about the Role of Data in Driving School Improvement.
300 $a 98 p.
500 $a Source: Dissertation Abstracts International, Volume: 72-02, Section: A, page: 0517.
500 $a Adviser: William Thornton.
502 $a Thesis (Ph.D.)--University of Nevada, Reno, 2010.
520 $a Public policy and the popular press advocate for the use of data driven decision making by administrators in order to make Adequate Yearly Progress (AYP) and avoid No Child Left Behind sanctions. Requirements such as State Senate Bill 1 and the Student Achievement Gap Elimination (SAGE) school improvement process also emphasize data driven decision making. However, empirical evidence about data driven decision making is lacking, and not much is known about the current practices of school administrators or their beliefs towards using data to drive decisions.
520 $a The focus of this study was to construct an understanding of the beliefs that school administrators held about the role of data in driving school improvement. Information was gathered through semi-structured interviews of school administrators in a medium-sized school district in a Western state to discover their beliefs in regard to school data and use of data to facilitate school improvement. During the course of this study, the inquiry was guided by the following question: What beliefs did school administrators hold about the role of data in driving school improvement?
520 $a An analysis of interview transcripts revealed three interrelated and reinforcing themes: (a) I'm sure we're doing the "right" things; if only I could show people, they would value us; (b) Although I am not comfortable with data, collecting it is the "right" thing to do; and (c) I accept being held accountable, but the way that it is being implemented is unfair. The three themes each contain a qualifier. These qualifiers are indicative of the dissonance felt by school administrators. This dissonance is caused by the inconsistency between the beliefs held by school administrators that they are already doing the right things and their beliefs about the outcomes of the AYP process.
590 $a School code: 0139.
650 4 $a Education, Leadership. $3 1035576
650 4 $a Education, Policy. $3 1669130
650 4 $a Education, Administration. $3 626645
690 $a 0449
690 $a 0458
690 $a 0514
710 2 $a University of Nevada, Reno. $b Educational Leadership. $3 1024739
773 0 $t Dissertation Abstracts International $g 72-02A.
790 1 0 $a Thornton, William, $e advisor
790 1 0 $a Usinger, Janet $e committee member
790 1 0 $a Hill, Gus $e committee member
790 1 0 $a Harrison, Thomas $e committee member
790 1 0 $a Singletary, Loretta $e committee member
790 $a 0139
791 $a Ph.D.
792 $a 2010
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3434094