Using Data to Close the Achievement Gap : How to Measure Equity in Our Schools

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Using Data to Close the Achievement Gap : How to Measure Equity in Our Schools

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  • 製本 Paperback:紙装版/ペーパーバック版/ページ数 308 p.
  • 言語 ENG
  • 商品コード 9780761945093
  • DDC分類 379.26

Full Description


`If the goal of all students reaching high standards is to be met, Using Data to Close the Achievement Gap should be required reading for all teachers and administrators. It should also be an integral part of the course of study for those preparing to teach in the United States' - Vinetta C Jones, Dean, School of Education, Howard UniversityOne of the primary goals behind the standards and accountability movement is to narrow the achievement gap between low-income, minority, and other students. Educators need the tools and resources to analyze complicated sets of data and then utilize the data to improve student learning. This book is a comprehensive resource that trains educators to analyze data and use it to advance an equity agenda, all with the goal of creating a school culture of high standards and equity. It gives educators the tools to measure disparities in student achievement for diverse populations and examines school practices that hinder equity in education. The book contains numerous tools, including questionnaires, surveys, forms, and instruments.

Contents

ForewordIntroduction: New to the Second EditionAcknowledgmentsAbout the AuthorPart I: Setting Our Sights on Student Achievement1. The Achievement Gap: Framing Our Minds to Set Our SightsThe Achievement GapSome Other ConsiderationsRethinking the Issues: Creating the Conditions for Moving ForwardStages in the Change Process: How Data Offer Help and Hope2. Building Dissatisfaction and Killing the Myths: Examining Data as a First Step Toward Motivating ReformThe Broader Picture: Societal Implications of Undereducating Certain PopulationsSimilar Aspirations, Unequal Chances: Data to Dispel Myths and Demonstrate Differential Expectations and Learning Opportunities for StudentsWho Has the Opportunity to Go to College?Changing Practices and Achievement Patterns: Exploding Myths That Perpetuate Underachievement3. Data in the Reform Process: How and WhyKey Roles for DataAssessing Data Use and AccessStages of the Data User ProcessUsing Technology to Make Strong Presentations4. Building Leadership and Data TeamsEstablishing the Need: A First Step for Highly Resistant SchoolsCreating the Team: The First Step in Most SchoolsThe Role of the Leadership TeamStructuring the Leadership Team's WorkTeam DevelopmentThe Data Team: Core to the The Data Team: Core to the School's Success in Using Data to Achieve ReformPlanning for Team Success: Team Self-Assessment of Strengths and NeedsAssessing Perspectives of Team EffectivenessPlanning for Team Leadership DevelopmentPart II: Inquiring About Equity5. Talking About DataWhy the Need for DialogueGuiding the DialogueOutcomes From DialoguesConducting the Inquiry: Measurement Dimensions and Approaches6. Examining OutcomesLooking at the Big PictureOutcome Data From Standardized Test Scores: Peeling the DataStandardized Tests for College GoingMonitoring Student GradesDisplaying Middle and High School Course Enrollment and Student Overall Progress in College Preparatory CoursesOutcomes: Student Graduation RatesCollege-Going RatesNonacademic Measures Related to Outcomes7. Assessing Policies and PracticesPart I: InstrumentsAssessing Perceptions of Attitudes, Readiness, and Commitment to Reform at the SchoolProcess IndicatorsAssessing Institutional Reform in the Academic Culture of SchoolsOther Instruments to Assess EquitySchools' and Districts' Assessments of Delivery of Precollege GuidanceCharacteristics of High-Performing and Low-Performing Counseling ProgramsCounselor College Preparatory Record Keeping for Individual StudentsWhich Counselors Are Providing College Access to Students?Counselor's Plans for CounseleesPart II: Existing School DocumentsHow Does the Master Schedule Reflect Practices and Goals?Assessing Documents, Policies, and Practices on How Time Is UsedExamining School CalendarsTeacher Plan BooksPart III: Assessing Equitable Classroom PracticesSurvey--The Equitable School ClassroomTeacher ObservationsObserving Students in Class and SchoolParent and Student Information8. Listening to Student and Parent VoicesStudent and Parent-Guardian QuestionnairesAspirations and RealityListening to Students' Voices Regarding the Academic Culture of the School9. Evaluating Programs and InterventionsAnalyses of Efforts to Raise Student AchievementAssessing Elementary Programs and PracticesAssessing the Improvement of College Preparation and College-Going RatesProfessional Development10. Using School Indicators to Answer Critical QuestionsHow and When to Gather IndicatorsCombining Indicators to Answer Critical QuestionsSample Indicator Combinations11. Will We Know It When We See It? Visioning, Planning, and ImplementationPlanning for MonitoringPlan for Monitoring the Improvement of College Preparation and College-Going RatesThe Role of the External Resource PersonResources for Equitable School ReformBibliographyReferencesIndex