Illustration: Thinkstock/iStock
Teachers know all the terms: data-driven decision making, data-informed deci-
sion making, data-based decision making, data use, iterative cycles of inquiry, and
more. Whatever you call it, data-driven decision making is a hot topic
in education. It also has become a focal point for strong opinions —
positive and negative. Policy makers believe student achievement
will improve when educators use data to inform their teaching.
Yet the research evidence proving this is inconsistent at best
(Carlson, Borman, & Robinson, 2011; Hamilton et al., 2009;
Konstantopoulos, Miller, & van der Ploeg, 2013).
Many educators worry about the growing emphasis and reli-
ance on data. Some teachers actually refer to data as “the other
four-letter word” — time being the fi rst one. Teachers say that
poring over reams of data takes time from where they want to be
— in the classroom with students. Skepticism abounds, and con-
cerns about how data are used are very real. Some educators
worry that data are part of the “gotcha,” being used
to evaluate their performance in unrealistic ways.
What’s more, they say the data they are being re-
quired to examine has little utility in their practice.
ELLEn B. MandInach ([email protected])
is senior research scientist and director of the Data
for Decisions initiative at WestEd, San Francisco,
Calif. BrEnnan M. Parton is a senior associate,
state policy and advocacy for Data Quality Campaign,
Washington, D.C. EdIth S. GUMMEr is a senior
research associate in the evaluation research program
at WestEd. rachEL andErSon is a policy analysis
and research associate at Data Quality Campaign.
Privacy and school data
V96 N5 kappanmagazine.org 25
Ethical and appropriate
data use requires
data literacy
Student data can be a powerful, transformative tool in teaching,
but to reap those potential benefi ts practitioners must become
more data literate.
By Ellen B. Mandinach, Brennan M. Parton,
Edith S. Gummer, and rachel anderson
Comments?
Like PDK at www.
facebook.com/pdkintl
K1502_February.indd 25 12/19/14 10:31 AM
26 Kappan February 2015
Gummer and Mandinach (in press) have defi ned a
construct they call data literacy for teaching:
The ability to transform information into actionable
instructional knowledge and practices by collecting,
analyzing, and interpreting all types of data (assess-
ment, school climate, behavioral, snapshot, longitu-
dinal, moment-to-moment, etc.) to help determine
instructional steps. It combines an understanding
of data with standards, disciplinary knowledge and
practices, curricular knowledge, pedagogical content
knowledge, and an understanding of how children
learn.
The construct has three main domains of knowl-
edge, which combine to enable teachers to know
what the data mean in terms of their content area
and within a learning progression and then to trans-
late that knowledge into instructional steps.
•.
This document summarizes a study on the challenges of implementing data-driven decision making (DDDM) in schools. It finds that while DDDM is a popular reform, moving data into usable knowledge to change instruction is difficult for teachers and principals. The study examines how teachers at one elementary school implemented DDDM along with other initiatives. It found that data was primarily used for language arts and math, not other subjects, and that requirements to implement multiple initiatives created tensions that decreased data use. How and when teachers used data depended on policies at multiple levels and the capacity of teachers and principals.
School districts are in the process of adopting theResponse .docxanhlodge
School districts are in the process of adopting the
Response to Intervention (RTI) approach to identify
and remediate academic and behavioral deficits. As
an integral member of the school behavior team, school
counselors must use data on individual interventions
to contribute to the data-based decision making process
in RTI. This article presents a method and rationale
to use behavioral observations to determine the effica-
cy of focused responsive services. It includes implica-
tions for school counseling practice.
I
n the years since the reauthorization of the
Individuals with Disabilities Education
Improvement Act (IDEA; U.S. Department of
Education, 2004), many school districts have adopt-
ed the Response to Intervention (RTI) approach to
addressing academic and behavioral difficulties as an
alternative to the traditional special education assess-
ment model (Shores, 2009). The passage of IDEA
2004 was noteworthy because it brought about a fun-
damental change in how students may be qualified for
special education services (Buffum, Mattos, & Weber,
2009). Under IDEA 2004, states are no longer
required to pursue the lengthy and controversial
process of identifying a severe discrepancy between
achievement and intellectual ability (Fletcher &
Vaughn, 2009). Instead, educators may use an RTI
process to identify and address learning and behavior
problems as quickly as possible in a child’s education.
Broadly defined, RTI is a school-wide, multi-
tiered approach requiring teachers and support per-
sonnel to implement school-wide, research-based
practices and frequently assess student progress in
two domains, academics and behavior. When a stu-
dent fails to respond to system-wide interventions,
small group or individual interventions are applied
with greater intensity. As members of school inter-
vention and student support teams, school coun-
selors have long contributed to the group of educa-
tors who hear concerns and formulate plans to sup-
port students at risk of school failure. Under IDEA
2004, school counselors, like other team members,
are now required to utilize data to drive this inter-
vention planning process for individual students.
Fortunately, the recent focus on accountability in
the counseling literature has equipped school practi-
tioners with the mindset and skills to collect and ana-
lyze data effectively (Astramovich, Coker, & Hoskins,
2005; Dahir & Stone, 2009; Dimmitt, 2010;
Dimmitt, Carey & Hatch, 2007; Loesch & Ritchie,
2009). In fact, the methods for analyzing school-wide
academic and behavioral indicators and engaging in
data-based decision making have been promoted as a
“new cornerstone of effective school counseling prac-
tice” (Poynton & Carey, 2006, p. 129). However,
fruitful participation in an RTI process at the more
intensive services level will require that school coun-
selors translate these systematic data-based skills to the
individual responsive services level.
The purpose of this article is to intro.
Administrator Work In Leveraging Technologies For Students With Disabilities ...Nathan Mathis
This study examined how online administrators supported teachers in providing technology-based accommodations for students with disabilities. The researchers interviewed four special education teachers and analyzed accommodation plans from student IEP documents over four months. They found that (1) providing technology accommodations required intensive collaboration, (2) teachers struggled to implement all mandated accommodations while also using supportive technologies, and (3) technology accommodations were often limited to tools already available to all students. The implications are that transferring IEPs to online environments is complex, and online learning is not inherently accommodating without careful consideration at all levels.
ARE ONLINE SOURCES CREDIBLE? PERSPECTIVES FROM PRE-SERVICE TEACHERSijejournal
Media literacy empowers students with the ability to think critically about the online tools they use on a
daily basis. It supports informed decisions about how they access and evaluate information located online.
Media literacy aims to achieve the challenge of stimulating the desire to explore, to equalize learning, and
develop critical thinking skills. In other words, it is possible to demonstrate how media literacy can be a
fundamental strategic instrument in classrooms, now more than ever.
CEMCA EdTech Notes: Learning Analytics for Open and Distance EducationCEMCA
Learning analytics use large datasets from learning management systems to improve learning and teaching. They focus on providing "actionable intelligence" through metrics, reports, and recommendations. Effective use of learning analytics requires consideration of context, people, and learning design. While learning analytics have potential to enhance education, they also raise issues regarding teaching models, learner privacy, and ensuring analytics do not reinforce biases.
This document discusses how schools can use data to personalize math instruction. It recommends that school leaders establish a clear vision for data-driven decision making and create a data-focused culture. A key part of this is designating data coaches who can help teachers analyze formative assessment data and find actionable insights. Data should also be discussed in data team meetings where teachers can collaborate on improving student learning. When done effectively through data analysis and action planning, this process can help teachers personalize instruction based on individual student needs.
Unlocking Educational Potential: A Comprehensive Guide to Learning AnalyticsFuture Education Magazine
Learning Analytics refers to the measurement, collection, analysis, and reporting of data about learners and their contexts for understanding and optimizing learning and the environments in which it occurs.
This document summarizes a study on the challenges of implementing data-driven decision making (DDDM) in schools. It finds that while DDDM is a popular reform, moving data into usable knowledge to change instruction is difficult for teachers and principals. The study examines how teachers at one elementary school implemented DDDM along with other initiatives. It found that data was primarily used for language arts and math, not other subjects, and that requirements to implement multiple initiatives created tensions that decreased data use. How and when teachers used data depended on policies at multiple levels and the capacity of teachers and principals.
School districts are in the process of adopting theResponse .docxanhlodge
School districts are in the process of adopting the
Response to Intervention (RTI) approach to identify
and remediate academic and behavioral deficits. As
an integral member of the school behavior team, school
counselors must use data on individual interventions
to contribute to the data-based decision making process
in RTI. This article presents a method and rationale
to use behavioral observations to determine the effica-
cy of focused responsive services. It includes implica-
tions for school counseling practice.
I
n the years since the reauthorization of the
Individuals with Disabilities Education
Improvement Act (IDEA; U.S. Department of
Education, 2004), many school districts have adopt-
ed the Response to Intervention (RTI) approach to
addressing academic and behavioral difficulties as an
alternative to the traditional special education assess-
ment model (Shores, 2009). The passage of IDEA
2004 was noteworthy because it brought about a fun-
damental change in how students may be qualified for
special education services (Buffum, Mattos, & Weber,
2009). Under IDEA 2004, states are no longer
required to pursue the lengthy and controversial
process of identifying a severe discrepancy between
achievement and intellectual ability (Fletcher &
Vaughn, 2009). Instead, educators may use an RTI
process to identify and address learning and behavior
problems as quickly as possible in a child’s education.
Broadly defined, RTI is a school-wide, multi-
tiered approach requiring teachers and support per-
sonnel to implement school-wide, research-based
practices and frequently assess student progress in
two domains, academics and behavior. When a stu-
dent fails to respond to system-wide interventions,
small group or individual interventions are applied
with greater intensity. As members of school inter-
vention and student support teams, school coun-
selors have long contributed to the group of educa-
tors who hear concerns and formulate plans to sup-
port students at risk of school failure. Under IDEA
2004, school counselors, like other team members,
are now required to utilize data to drive this inter-
vention planning process for individual students.
Fortunately, the recent focus on accountability in
the counseling literature has equipped school practi-
tioners with the mindset and skills to collect and ana-
lyze data effectively (Astramovich, Coker, & Hoskins,
2005; Dahir & Stone, 2009; Dimmitt, 2010;
Dimmitt, Carey & Hatch, 2007; Loesch & Ritchie,
2009). In fact, the methods for analyzing school-wide
academic and behavioral indicators and engaging in
data-based decision making have been promoted as a
“new cornerstone of effective school counseling prac-
tice” (Poynton & Carey, 2006, p. 129). However,
fruitful participation in an RTI process at the more
intensive services level will require that school coun-
selors translate these systematic data-based skills to the
individual responsive services level.
The purpose of this article is to intro.
Administrator Work In Leveraging Technologies For Students With Disabilities ...Nathan Mathis
This study examined how online administrators supported teachers in providing technology-based accommodations for students with disabilities. The researchers interviewed four special education teachers and analyzed accommodation plans from student IEP documents over four months. They found that (1) providing technology accommodations required intensive collaboration, (2) teachers struggled to implement all mandated accommodations while also using supportive technologies, and (3) technology accommodations were often limited to tools already available to all students. The implications are that transferring IEPs to online environments is complex, and online learning is not inherently accommodating without careful consideration at all levels.
ARE ONLINE SOURCES CREDIBLE? PERSPECTIVES FROM PRE-SERVICE TEACHERSijejournal
Media literacy empowers students with the ability to think critically about the online tools they use on a
daily basis. It supports informed decisions about how they access and evaluate information located online.
Media literacy aims to achieve the challenge of stimulating the desire to explore, to equalize learning, and
develop critical thinking skills. In other words, it is possible to demonstrate how media literacy can be a
fundamental strategic instrument in classrooms, now more than ever.
CEMCA EdTech Notes: Learning Analytics for Open and Distance EducationCEMCA
Learning analytics use large datasets from learning management systems to improve learning and teaching. They focus on providing "actionable intelligence" through metrics, reports, and recommendations. Effective use of learning analytics requires consideration of context, people, and learning design. While learning analytics have potential to enhance education, they also raise issues regarding teaching models, learner privacy, and ensuring analytics do not reinforce biases.
This document discusses how schools can use data to personalize math instruction. It recommends that school leaders establish a clear vision for data-driven decision making and create a data-focused culture. A key part of this is designating data coaches who can help teachers analyze formative assessment data and find actionable insights. Data should also be discussed in data team meetings where teachers can collaborate on improving student learning. When done effectively through data analysis and action planning, this process can help teachers personalize instruction based on individual student needs.
Unlocking Educational Potential: A Comprehensive Guide to Learning AnalyticsFuture Education Magazine
Learning Analytics refers to the measurement, collection, analysis, and reporting of data about learners and their contexts for understanding and optimizing learning and the environments in which it occurs.
1) RtI is a multi-tiered framework that provides high-quality instruction and interventions matched to student needs, as identified by ongoing assessment. Within RtI, there is collaboration between district programs and personnel.
2) Tier 1 involves school-wide screening to identify students who may need extra support and delivers effective, differentiated classroom instruction to all students using evidence-based practices. Progress is monitored to determine students' responses to instruction.
3) If students do not make adequate progress in Tier 1, they advance to Tier 2 which provides more intensive, targeted interventions in addition to the core curriculum. Interventions are implemented with fidelity and based on ongoing collection and analysis of student data.
Aim analytics panel (2017 Fall): Privacy & ethicsSungjin Nam
U-M is exploring the use of learning analytics to improve student outcomes but must address privacy and ethical concerns. The document outlines potential issues like using data beyond its original purpose, re-identification of anonymized data, and lack of transparency. It proposes guiding principles of respect, transparency, accountability, empowerment, and continuous consideration. Next steps include finalizing principles, updating policies, and ensuring data protection. The principles aim to balance student privacy with using data to enhance learning while maintaining student awareness, control, and oversight.
The document discusses the role of learning analytics in education. It describes how educational institutions are increasingly collecting large amounts of student data through technology, but have struggled to effectively analyze and use this data to improve teaching and learning. The emerging field of learning analytics aims to address this by using data mining and other techniques to gain insights into the learning process and provide targeted feedback to students and teachers. Examples are given of learning analytic systems that have improved student retention and performance at various universities. The document argues that learning analytics has potential to help transform educational models through more personalized, evidence-based approaches.
This document discusses learning analytics, which involves measuring, retrieving, collecting, and analyzing student data from various learning environments. Learning analytics can help educators track student progress and behavior to improve instruction and support. However, there are also challenges around data storage, privacy, and ensuring analytics are aligned with educational goals. Opportunities exist to capture more detailed behavioral data through tools, but institutions must have the capacity to maintain analytics systems and apply insights pedagogically.
Harnessing Decentralized Data to Improve Advising and Student Success - NASPA...Naviance
The document discusses harnessing decentralized student data to improve advising and student success. It identifies various sources of student data that exist within institutions, such as demographic information, academic performance data, financial data, and engagement data. The document emphasizes bringing together different siloed data sources and using the holistic data to proactively identify at-risk students. It differentiates between reactive and proactive uses of data-driven interventions. Overall, the goal is to move from descriptive to prescriptive uses of student data to best support student advising and success.
Becoming Information Literate: transition from academia to the workplace - workshop was given by Jim McCloskey of Wilmington University at the annual MLA/DLA Joint State Conference 2016
Big Data and Advanced Analytics For Improving Teaching Practices In 2023 | Fu...Future Education Magazine
Here are 7 ways of big data and advanced analytics to improve teaching practices: 1. Data Sources in Education 2. The Role of Big Data in Education 3. Advanced Analytics in Education 4. Assessing Teaching Practices with Data 5. Enhancing Teaching Practices with Data
Presentation at LASI 2016 - Bilbao, Spain
The field of learning analytics (LA) is working on the definition of frameworks that structure the legal and ethical issues that stakeholders have to take into account regarding LA solutions. While current efforts in this direction focus on institutional and development aspects, this paper reflects on small-scale classroom oriented approaches that aim at supporting teachers in their practice. This reflection is based on three studies where we applied our teacher-led learning analytics approach in higher education and primary school contexts. We describe the ethical issues that emerged in these learning scenarios, and discuss them according to three dimensions: the overall learning analytics approach, the particular solution to learning analytics adopted, and the educational contexts where the analytics are applied.
Open Science and Ethics studies in SLE researchdavinia.hl
Beardsley, M., Santos, P., Hernández-Leo, D., Michos, K. (2019). Ethics in educational technology research: informing participants in data sharing risks. British Journal of Educational Technology, 50(3), 1019-1034, https://doi.org/10.1111/bjet.12781
Beardsley, M., Hernández-Leo, D., Ramirez, R., (2018) Seeking reproducibility: Assessing a multimodal study of the testing effect. Journal of Computer Assisted Learning, 2018, vol. 34, no 4, p. 378-386.
The document outlines a learning-centered leadership development program that teaches school leaders to use data-informed decision making. It covers topics such as understanding different types of data, overcoming fears about using data, and establishing a collaborative inquiry process among teachers to analyze data and identify areas for improvement. The goal is for principals and aspiring principals to learn how to utilize data to effectively monitor student achievement and implement evidence-based initiatives to improve learning outcomes.
Running Header PROJECT BASED LEARNING PROJECT BASED LEARNING .docxagnesdcarey33086
Running Header: PROJECT BASED LEARNING
PROJECT BASED LEARNING 6
Effects of project based learning on education
Marcus Coleman
Ashford University
Effects of in cooperating Project based Learning in the school curriculum
Introduction
Learning is determined by a number of factors, some of which are environmental related while others are not. The approach of teaching is one of the major determinants of learning as far classroom learning is concerned, however there has been a concern that the current approaches to learning are a little too abstract. Lack of real life scenarios and too much theory has been responsible for the growing apathy towards learning. It is for this reason that studies are being contacted to see if the change in tact can improve learning. One of the suggested ways is the project based learning approach which uses non fictional concepts for teaching.
Purpose of the study
The purpose of this study is to find out the effects of in cooperating project based learning in the school curriculum. The study seeks to ascertain if there is any relationship between projects based learning and the improvement in scores for students (Daniel 2012). Previous studies have shown that students are likely to improve in cases where some form of simulation or use of no fictional material. According to these, the use of non fictional approaches stimulates the students to look at issues from the reality perspective hence making it easy to internalize whatever they are learning for the sake of being able to remember, however these studies have not clearly explained the actual relationships that exist between the performance and the project based learning. There are other factors which could have in for the findings to be so, for those studies, this study would critically examine the direct impact that project based learning has on students.
Research questions
1. Will the incorporation of project based learning improve students state assessment scores as it relates to the common core state standards in comprehending non fiction text?
2. Will the inclusion of project based learning improve student application of comprehending non fictional text at a high depth of learning level?
3. How does project based learning integrate clear expectations and essential criteria and remain successful
In research, data is an important factor because it is the one which determines the findings and recommendations for the, decisions to be made (Peter 2011). The main data collection methods will be observation, interviews and artifacts, questionnaires will also be used to collect data concerning the stakeholders. Observation will be effective tools for confirming how students behave in classes, when the various approaches are used. Students will be observed in a classroom setting and comparisons be made between those classes that imp.
Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. Kritsonis has served as an elementary school teacher, elementary and middle school principal, superintendent of schools, director of student teaching and field experiences, professor, author, consultant, and journal editor. Dr. Kritsonis has considerable experience in chairing PhD dissertations and master thesis and has supervised practicums for teacher candidates, curriculum supervisors, central office personnel, principals, and superintendents. He also has experience in teaching in doctoral and masters programs in elementary and secondary education as well as educational leadership and supervision. He has earned the rank as professor at three universities in two states, including successful post-tenure reviews.
The document discusses best practices for online instruction including: 1) Understanding adult learning theory principles like adults being self-directed, goal-oriented, and needing real-world application. 2) Creating an online learning community where students feel safe to explore ideas and direct their own learning. 3) Faculty serving as facilitators who optimize student-student and student-content interactions to achieve learning objectives in a learner-centered approach.
Instructional and public technology powerpointtlgmckinney
Instructional and Public Technology involves educators and students in new ways. Educators strive to manifest true learning in students. Instructional design is a systematic approach to evaluating student needs, designing instructional material, and evaluating how material is taught. The ADDIE model of analysis, design, development, implementation, and evaluation is a main instructional design model used by educators. Communication is key to a healthy learning environment. Under the Texas Public Information Act, certain information about public school employees is available through public information requests.
Instructional and public technology powerpointtlgmckinney
Instructional and Public Technology involves educators and students in new ways. Educators strive to manifest true learning in students. Instructional design is a systematic approach to evaluating student needs, designing instructional material, and evaluating how material is taught. The ADDIE model of analysis, design, development, implementation, and evaluation is a main instructional design model used by educators. Communication is key to a healthy learning environment. Under the Texas Public Information Act, certain information about public school employees is available through public information requests. As public servants, school employees and the information they create may be subject to public disclosure.
Online classrooms are de facto rich data gathering platforms. Educators can collect this data and use it to improve student outcomes through predictive analytics.
The Student Data Privacy Manifesto begins a reasonable conversation among parents, education leaders, and technology providers on the future of student data privacy protection and transparency.
For this assignment, review the articleAbomhara, M., & Koie.docxsleeperharwell
For this assignment, review the article:
Abomhara, M., & Koien, G.M. (2015). Cyber security and the internet of things: Vulnerabilities, threats, intruders, and attacks.
Journal of Cyber Security, 4
, 65-88. Doi: 10.13052/jcsm2245-1439.414
and evaluate it in 3 pages (800 words), in APA format with in-text citation using your own words, by addressing the following:
What did the authors investigate, and in general how did they do so?
Identify the hypothesis or question being tested
Summarize the overall article.
Identify the conclusions of the authors
Indicate whether or not you think the data support their conclusions/hypothesis
Consider alternative explanations for the results
Provide any additional comments pertaining to other approaches to testing their hypothesis (logical follow-up studies to build on, confirm or refute the conclusions)
The relevance or importance of the study
The appropriateness of the experimental design
When you write your evaluation, be brief and concise, this is not meant to be an essay but an objective evaluation that one can read very easily and quickly. Also, you should include a complete reference (title, authors, journal, issue, pages) you turn in your evaluation. This is good practice for your literature review, which you’ll be completing during the dissertation process.
.
For this assignment, provide your perspective about Privacy versus N.docxsleeperharwell
For this assignment, provide your perspective about Privacy versus National Security
. This is a particularly "hot topic" because of recent actions by the federal government taken against Apple. So, please use information from reliable sources to support your perspective.
This assignment should be 1.5 pages in length, using Times New Roman font (size 12), double spaced on a Word documen
.
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1) RtI is a multi-tiered framework that provides high-quality instruction and interventions matched to student needs, as identified by ongoing assessment. Within RtI, there is collaboration between district programs and personnel.
2) Tier 1 involves school-wide screening to identify students who may need extra support and delivers effective, differentiated classroom instruction to all students using evidence-based practices. Progress is monitored to determine students' responses to instruction.
3) If students do not make adequate progress in Tier 1, they advance to Tier 2 which provides more intensive, targeted interventions in addition to the core curriculum. Interventions are implemented with fidelity and based on ongoing collection and analysis of student data.
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The document discusses the role of learning analytics in education. It describes how educational institutions are increasingly collecting large amounts of student data through technology, but have struggled to effectively analyze and use this data to improve teaching and learning. The emerging field of learning analytics aims to address this by using data mining and other techniques to gain insights into the learning process and provide targeted feedback to students and teachers. Examples are given of learning analytic systems that have improved student retention and performance at various universities. The document argues that learning analytics has potential to help transform educational models through more personalized, evidence-based approaches.
This document discusses learning analytics, which involves measuring, retrieving, collecting, and analyzing student data from various learning environments. Learning analytics can help educators track student progress and behavior to improve instruction and support. However, there are also challenges around data storage, privacy, and ensuring analytics are aligned with educational goals. Opportunities exist to capture more detailed behavioral data through tools, but institutions must have the capacity to maintain analytics systems and apply insights pedagogically.
Harnessing Decentralized Data to Improve Advising and Student Success - NASPA...Naviance
The document discusses harnessing decentralized student data to improve advising and student success. It identifies various sources of student data that exist within institutions, such as demographic information, academic performance data, financial data, and engagement data. The document emphasizes bringing together different siloed data sources and using the holistic data to proactively identify at-risk students. It differentiates between reactive and proactive uses of data-driven interventions. Overall, the goal is to move from descriptive to prescriptive uses of student data to best support student advising and success.
Becoming Information Literate: transition from academia to the workplace - workshop was given by Jim McCloskey of Wilmington University at the annual MLA/DLA Joint State Conference 2016
Big Data and Advanced Analytics For Improving Teaching Practices In 2023 | Fu...Future Education Magazine
Here are 7 ways of big data and advanced analytics to improve teaching practices: 1. Data Sources in Education 2. The Role of Big Data in Education 3. Advanced Analytics in Education 4. Assessing Teaching Practices with Data 5. Enhancing Teaching Practices with Data
Presentation at LASI 2016 - Bilbao, Spain
The field of learning analytics (LA) is working on the definition of frameworks that structure the legal and ethical issues that stakeholders have to take into account regarding LA solutions. While current efforts in this direction focus on institutional and development aspects, this paper reflects on small-scale classroom oriented approaches that aim at supporting teachers in their practice. This reflection is based on three studies where we applied our teacher-led learning analytics approach in higher education and primary school contexts. We describe the ethical issues that emerged in these learning scenarios, and discuss them according to three dimensions: the overall learning analytics approach, the particular solution to learning analytics adopted, and the educational contexts where the analytics are applied.
Open Science and Ethics studies in SLE researchdavinia.hl
Beardsley, M., Santos, P., Hernández-Leo, D., Michos, K. (2019). Ethics in educational technology research: informing participants in data sharing risks. British Journal of Educational Technology, 50(3), 1019-1034, https://doi.org/10.1111/bjet.12781
Beardsley, M., Hernández-Leo, D., Ramirez, R., (2018) Seeking reproducibility: Assessing a multimodal study of the testing effect. Journal of Computer Assisted Learning, 2018, vol. 34, no 4, p. 378-386.
The document outlines a learning-centered leadership development program that teaches school leaders to use data-informed decision making. It covers topics such as understanding different types of data, overcoming fears about using data, and establishing a collaborative inquiry process among teachers to analyze data and identify areas for improvement. The goal is for principals and aspiring principals to learn how to utilize data to effectively monitor student achievement and implement evidence-based initiatives to improve learning outcomes.
Running Header PROJECT BASED LEARNING PROJECT BASED LEARNING .docxagnesdcarey33086
Running Header: PROJECT BASED LEARNING
PROJECT BASED LEARNING 6
Effects of project based learning on education
Marcus Coleman
Ashford University
Effects of in cooperating Project based Learning in the school curriculum
Introduction
Learning is determined by a number of factors, some of which are environmental related while others are not. The approach of teaching is one of the major determinants of learning as far classroom learning is concerned, however there has been a concern that the current approaches to learning are a little too abstract. Lack of real life scenarios and too much theory has been responsible for the growing apathy towards learning. It is for this reason that studies are being contacted to see if the change in tact can improve learning. One of the suggested ways is the project based learning approach which uses non fictional concepts for teaching.
Purpose of the study
The purpose of this study is to find out the effects of in cooperating project based learning in the school curriculum. The study seeks to ascertain if there is any relationship between projects based learning and the improvement in scores for students (Daniel 2012). Previous studies have shown that students are likely to improve in cases where some form of simulation or use of no fictional material. According to these, the use of non fictional approaches stimulates the students to look at issues from the reality perspective hence making it easy to internalize whatever they are learning for the sake of being able to remember, however these studies have not clearly explained the actual relationships that exist between the performance and the project based learning. There are other factors which could have in for the findings to be so, for those studies, this study would critically examine the direct impact that project based learning has on students.
Research questions
1. Will the incorporation of project based learning improve students state assessment scores as it relates to the common core state standards in comprehending non fiction text?
2. Will the inclusion of project based learning improve student application of comprehending non fictional text at a high depth of learning level?
3. How does project based learning integrate clear expectations and essential criteria and remain successful
In research, data is an important factor because it is the one which determines the findings and recommendations for the, decisions to be made (Peter 2011). The main data collection methods will be observation, interviews and artifacts, questionnaires will also be used to collect data concerning the stakeholders. Observation will be effective tools for confirming how students behave in classes, when the various approaches are used. Students will be observed in a classroom setting and comparisons be made between those classes that imp.
Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. Kritsonis has served as an elementary school teacher, elementary and middle school principal, superintendent of schools, director of student teaching and field experiences, professor, author, consultant, and journal editor. Dr. Kritsonis has considerable experience in chairing PhD dissertations and master thesis and has supervised practicums for teacher candidates, curriculum supervisors, central office personnel, principals, and superintendents. He also has experience in teaching in doctoral and masters programs in elementary and secondary education as well as educational leadership and supervision. He has earned the rank as professor at three universities in two states, including successful post-tenure reviews.
The document discusses best practices for online instruction including: 1) Understanding adult learning theory principles like adults being self-directed, goal-oriented, and needing real-world application. 2) Creating an online learning community where students feel safe to explore ideas and direct their own learning. 3) Faculty serving as facilitators who optimize student-student and student-content interactions to achieve learning objectives in a learner-centered approach.
Instructional and public technology powerpointtlgmckinney
Instructional and Public Technology involves educators and students in new ways. Educators strive to manifest true learning in students. Instructional design is a systematic approach to evaluating student needs, designing instructional material, and evaluating how material is taught. The ADDIE model of analysis, design, development, implementation, and evaluation is a main instructional design model used by educators. Communication is key to a healthy learning environment. Under the Texas Public Information Act, certain information about public school employees is available through public information requests.
Instructional and public technology powerpointtlgmckinney
Instructional and Public Technology involves educators and students in new ways. Educators strive to manifest true learning in students. Instructional design is a systematic approach to evaluating student needs, designing instructional material, and evaluating how material is taught. The ADDIE model of analysis, design, development, implementation, and evaluation is a main instructional design model used by educators. Communication is key to a healthy learning environment. Under the Texas Public Information Act, certain information about public school employees is available through public information requests. As public servants, school employees and the information they create may be subject to public disclosure.
Online classrooms are de facto rich data gathering platforms. Educators can collect this data and use it to improve student outcomes through predictive analytics.
The Student Data Privacy Manifesto begins a reasonable conversation among parents, education leaders, and technology providers on the future of student data privacy protection and transparency.
Similar to Illustration ThinkstockiStockTeachers know all the terms.docx (20)
For this assignment, review the articleAbomhara, M., & Koie.docxsleeperharwell
For this assignment, review the article:
Abomhara, M., & Koien, G.M. (2015). Cyber security and the internet of things: Vulnerabilities, threats, intruders, and attacks.
Journal of Cyber Security, 4
, 65-88. Doi: 10.13052/jcsm2245-1439.414
and evaluate it in 3 pages (800 words), in APA format with in-text citation using your own words, by addressing the following:
What did the authors investigate, and in general how did they do so?
Identify the hypothesis or question being tested
Summarize the overall article.
Identify the conclusions of the authors
Indicate whether or not you think the data support their conclusions/hypothesis
Consider alternative explanations for the results
Provide any additional comments pertaining to other approaches to testing their hypothesis (logical follow-up studies to build on, confirm or refute the conclusions)
The relevance or importance of the study
The appropriateness of the experimental design
When you write your evaluation, be brief and concise, this is not meant to be an essay but an objective evaluation that one can read very easily and quickly. Also, you should include a complete reference (title, authors, journal, issue, pages) you turn in your evaluation. This is good practice for your literature review, which you’ll be completing during the dissertation process.
.
For this assignment, provide your perspective about Privacy versus N.docxsleeperharwell
For this assignment, provide your perspective about Privacy versus National Security
. This is a particularly "hot topic" because of recent actions by the federal government taken against Apple. So, please use information from reliable sources to support your perspective.
This assignment should be 1.5 pages in length, using Times New Roman font (size 12), double spaced on a Word documen
.
For this assignment, provide your perspective about Privacy vers.docxsleeperharwell
For this assignment, provide your perspective about Privacy versus National Security
. This is a particularly "hot topic" because of recent actions by the federal government taken against Apple. So, please use information from reliable sources to support your perspective.
This assignment should be 1.5 pages in length, using Times New Roman font (size 12), double spaced on a Word document.
.
For this Assignment, read the case study for Claudia and find two to.docxsleeperharwell
For this Assignment, read the case study for Claudia and find two to three scholarly articles on social issues surrounding immigrant families.
In a 2- to 4-page paper, explain how the literature informs you about Claudia and her family when assessing her situation.
Describe two social issues related to the course-specific case study for Claudia that inform a culturally competent social worker.
Describe culturally competent strategies you might use to assess the needs of children.
Describe the types of data you would collect from Claudia and her family in order to best serve them.
Identify other resources that may offer you further information about Claudia’s case.
Create an eco-map to represent Claudia’s situation. Describe how the ecological perspective of assessment influenced how the social worker interacted with Claudia.
Describe how the social worker in the case used a strengths perspective and multiple tools in her assessment of Claudia. Explain how those factors contributed to the therapeutic relationship with Claudia and her family.
.
For this assignment, please start by doing research regarding the se.docxsleeperharwell
For this assignment, please start by doing research regarding the severity of prejudicial aggression/violence from the past. After you do this, research the severity of prejudicial aggression/violence that has gone on in the past decade. Target the same specific groups that have been the aggressor and victim in both your historical group and your present-day group. For instance, if you choose "black vs. white" in the 1950s, you must use the same group for your present-day group. Once you do this, discuss various ways that it is the same, as well as why it is different between the time periods. What influences have changed? Why is it better now, or worse now than in the past? Please discuss how the advancements in media (news, entertainment, and social media) have had on this issue, along with whatever you come up with outside of media influence. Make sure you back your information up with citations from your sources.
.
For this assignment, please discuss the following questionsWh.docxsleeperharwell
For this assignment, please discuss the following questions?
What was the name of the first computer network?
Who created this network
When did this network got established?
Explain one of the major disadvantages of this network at its initial stage
What is TCP?
Who created TCP?
What is IP?
When did it got implemented
How did the implementation of TCP/IP revolutionize communication technology?
Requirements:
You must write a minimum of two paragraphs, with two different citations, and every paragraph should have at least four complete sentences for each question. Every question should have a subtitle (Bold and Centered). You must also respond to at least two of your classmates’ posts with at least 100 words each before the due date. You need to use the discussion board header provided in the getting started folder. Please proofread your work before posting your assignment.
.
For this assignment, locate a news article about an organization.docxsleeperharwell
For this assignment, locate a news article about an organization who experienced an ethical issue related to communication. In 1,200 to 1,550 words, complete the following:
Discuss the circumstances of the incident, the organization’s decision making process, and the public and media reaction to the organization’s decision.
Presume you have been hired by that organization to help strengthen their communication efforts. Outline at least
four strategies
you would recommend the organization follow in the future to enhance the ethics of their communication.
.
For this assignment, it requires you Identifies the historic conte.docxsleeperharwell
For this assignment, it requires you Identifies the historic context of ideas and cultural traditions outside the U.S., and how they have influenced American culture.
Topic for this paper:
The history of ramen (technically started in China, moved and developed in Japan) now a pop culture cuisine in the U.S.
The paper should be in APA format and two full pages with double-spaced. Also, since you are researching and writing about new information, be sure cite your source (website name, address, date you visited it) at the end of the two pages, so I know where you got your information.
.
For this assignment, create a framework from which an international .docxsleeperharwell
For this assignment, create a framework from which an international human resource management function can address cultural challenges. Within your framework, devise a model that includes due diligence steps, merger steps, and post-merger steps that specifically address cultural acclimation and environmental acclimation, as well as bringing two workforces together.
Supported by a minimum of two academic sources.
.
For this assignment, create a 15-20 slide digital presentation in tw.docxsleeperharwell
For this assignment, create a 15-20 slide digital presentation in two parts to educate your colleagues about meeting the needs of specific ELLs and making connections between school and family.
Part 1
In the first part of your presentation, provide your colleagues with useful information about unique factors that affect language acquisition among LTELs, RAELs, and SIFEs.
This part of the presentation should include:
A description of the characteristics of LTELs, RAELs, and SIFEs
An explanation of the cultural, sociocultural, psychological, or political factors that affect the language acquisition of LTELs, RAELs, and SIFEs
A discussion of factors that affect the language acquisition of refugee, migrant, immigrant and Native American ELLs and how each of these ELLs may relate to LTELs, RAEL, or SIFEs
A discussion of additional factors that affect the language acquisition of grades K-12 LTELs, RAEL, and SIFEs
Part 2
In the second part of the presentation, recommend culturally inclusive practices within curriculum and instruction. Provide useful resources that would empower the family members of ELLs.
This part of the presentation should include:
Examples of curriculum and materials, including technology, that promote a culturally inclusive classroom environment.
Examples of strategies that support culturally inclusive practices.
A brief description of how home and school partnerships facilitate learning.
At least two resources for families of ELLs that would empower them to become partners in their child’s academic achievement.
Presenter’s notes, title, and reference slides that contain 3-5 scholarly resources.
.
For this assignment, you are to complete aclinical case - narrat.docxsleeperharwell
For this assignment, you are to complete a
clinical case - narrated PowerPoint report
that will follow the SOAP note example provided below. The case report will be based on the clinical case scenario list below.
You are to approach this clinical scenario as if it is a real patient in the clinical setting.
Instructions:
Step 1
- Read the assigned clinical scenario and using your clinical reasoning skills, decide on the diagnoses. This step informs your next steps.
Step 2
- Document the given information in the case scenario under the appropriate sections, headings, and subheadings of the SOAP note.
Step 3
- Document all the classic symptoms typically associated with the diagnoses in Step 1. This information may NOT be given in the scenario; you are to obtain this information from your textbooks. Include APA citations.
Example of Steps 1 - 3:
You decided on Angina after reading the clinical case scenario (Step 1)
Review of Symptoms (list of classic symptoms):
CV: sweating, squeezing, pressure, heaviness, tightening, burning across the chest starting behind the breastbone
GI: indigestion, heartburn, nausea, cramping
Pain: pain to the neck, jaw, arms, shoulders, throat, back, and teeth
Resp: shortness of breath
Musculo: weakness
Step 4
– Document the abnormal physical exam findings typically associated with the acute and chronic diagnoses decided on in Step 1. Again, this information may NOT be given. Cull this information from the textbooks. Include APA citations.
Example of Step 4:
You determined the patient has Angina in Step 1
Physical Examination (list of classic exam findings):
CV: RRR, murmur grade 1/4
Resp: diminished breath sounds left lower lobe
Step 5
- Document the diagnoses in the appropriate sections, including the ICD-10 codes, from Step 1. Include three differential diagnoses. Define each diagnosis and support each differential diagnosis with pertinent positives and negatives and what makes these choices plausible. This information may come from your textbooks. Remember to cite using APA.
Step 6
- Develop a treatment plan for the diagnoses.
Only
use National Clinical Guidelines to develop your treatment plans. This information will not come from your textbooks. Use your research skills to locate appropriate guidelines. The treatment plan
must
address the following:
a) Medications (include the dosage in mg/kg, frequency, route, and the number of days)
b) Laboratory tests ordered (include why ordered and what the results of the test may indicate)
c) Diagnostic tests ordered (include why ordered and what the results of the test may indicate)
d) Vaccines administered this visit & vaccine administration forms given,
e) Non-pharmacological treatments
f) Patient/Family education including preventive care
g) Anticipatory guidance for the visit (be sure to include exactly what you discussed during the visit; review Bright Futures website for this section)
h) Follow-up appointment with a.
For this assignment, you are to complete aclinical case - narr.docxsleeperharwell
For this assignment, you are to complete a
clinical case - narrated PowerPoint report
that will follow the SOAP note example provided below. The case report will be based on the clinical case scenario list below.
You are to approach this clinical scenario as if it is a real patient in the clinical setting.
Instructions:
Step 1
- Read the assigned clinical scenario and using your clinical reasoning skills, decide on the diagnoses. This step informs your next steps.
Step 2
- Document the given information in the case scenario under the appropriate sections, headings, and subheadings of the SOAP note.
Step 3
- Document all the classic symptoms typically associated with the diagnoses in Step 1. This information may NOT be given in the scenario; you are to obtain this information from your textbooks. Include APA citations.
Example of Steps 1 - 3:
You decided on Angina after reading the clinical case scenario (Step 1)
Review of Symptoms (list of classic symptoms):
CV: sweating, squeezing, pressure, heaviness, tightening, burning across the chest starting behind the breastbone
GI: indigestion, heartburn, nausea, cramping
Pain: pain to the neck, jaw, arms, shoulders, throat, back, and teeth
Resp: shortness of breath
Musculo: weakness
Step 4
– Document the abnormal physical exam findings typically associated with the acute and chronic diagnoses decided on in Step 1. Again, this information may NOT be given. Cull this information from the textbooks. Include APA citations.
Example of Step 4:
You determined the patient has Angina in Step 1
Physical Examination (list of classic exam findings):
CV: RRR, murmur grade 1/4
Resp: diminished breath sounds left lower lobe
Step 5
- Document the diagnoses in the appropriate sections, including the ICD-10 codes, from Step 1. Include three differential diagnoses. Define each diagnosis and support each differential diagnosis with pertinent positives and negatives and what makes these choices plausible. This information may come from your textbooks. Remember to cite using APA.
Step 6
- Develop a treatment plan for the diagnoses.
Only
use National Clinical Guidelines to develop your treatment plans. This information will not come from your textbooks. Use your research skills to locate appropriate guidelines. The treatment plan
must
address the following:
a) Medications (include the dosage in mg/kg, frequency, route, and the number of days)
b) Laboratory tests ordered (include why ordered and what the results of the test may indicate)
c) Diagnostic tests ordered (include why ordered and what the results of the test may indicate)
d) Vaccines administered this visit & vaccine administration forms given,
e) Non-pharmacological treatments
f) Patient/Family education including preventive care
g) Anticipatory guidance for the visit (be sure to include exactly what you discussed during the visit; review Bright Futures website for this section)
h) Follow-up appointment wit.
For this assignment, you are provided with four video case studies (.docxsleeperharwell
For this assignment, you are provided with four video case studies (linked in the Resources). Review the cases of Julio and Kimi, and choose either Reese or Daneer for the third case. Review these two videos: •The Case of Julio: Julio is a 36-year-old single gay male. He is of Cuban descent. He was born and raised in Florida by his parents with his two sisters. He attended community college but did not follow through with his plan to obtain a four-year degree, because his poor test taking skills created barriers. He currently works for a sales promotion company, where he is tasked with creating ads for local businesses. He enjoys the more social aspects of his job, but tracking the details is challenging and has caused him to lose jobs in the past. He has been dating his partner, Justin, for five years. Justin feels it is time for them to commit and build a future. Justin is frustrated that Julio refuses to plan the wedding and tends to blame Julio’s family. While Julio’s parents hold some traditional religious values, they would welcome Justin into the family but are respectfully waiting for Julio to make his plans known. Justin is as overwhelmed by the details at home as he is at work. •The Case of Kimi: Kimi is a 48-year-old female currently separated from her husband, Robert, of 16 years. They have no children, which was consistent with Kimi’s desire to focus on her career as a sales manager. She told Robert a pregnancy would wreck her efforts to maintain her body. His desire to have a family was a goal he decided he needed to pursue with someone else. He left Kimi six months ago for a much younger woman and filed for divorce. Kimi began having issues with food during high school when she was on the dance team and felt self-conscious wearing the form-fitting uniform. During college, she sought treatment because her roommate became alarmed by her issues around eating. She never told her parents about this and felt it was behind her. Her parents are Danish and value privacy. They always expected Kimi to be independent. Her lack of communication about her private life did not concern them. They are troubled by Robert’s behavior and consider his conspicuous infidelity as a poor reflection upon their family. Kimi has moved in with her parents while she and Robert are selling the house, which has upended the balance in their relationship. For a third case, choose one of these videos: •The Case of Reese: -Reese is a 44-year-old married African American female. Her parents live in another state, and she is their only child. Her father is a retired Marine Lieutenant Colonel who was stationed both in the United States and overseas while Reese was growing up. She entered the Air Force as soon as she graduated high school at age 17 and has achieved the rank of Chief Master Sergeant. She has been married 15 years to John, and they recently discovered she is pregnant. The unexpected pregnancy has been quite disorienting for someone who has planned.
For this assignment, you are going to tell a story, but not just.docxsleeperharwell
For this assignment, you are going to tell a story, but not just any story. It will be a First Nations story, and it will be your version of it.
Choose one of the two stories at the end of this unit, either "Why the Flint-Rock Cannot Fight Back"
You can write of yourself telling one of the stories.
In telling your story, here is what you will need to consider:
Clarity of speech
Intonation
Pacing and pauses
You will also have to work out how to make this telling of the story yours. You might want to read it aloud with point form notes for a prompt or to memorize it. Perhaps you want to rewrite it so that it sounds more like your words. Maybe you will change names and place-names to those you are familiar with. If you are making a video or performing this live, you should practice facial and hand gestures as well as stance and body language. The purpose of all of this is to bring your own meaning to the story.
HERE IS THE STORY
Why the Flint-Rock Cannot Fight Back
Sto-Way’-Na—Flint—was rich and powerful. His lodge was toward the sunrise. It was guarded by Squr-hein— Crane. He was the watcher. He watched from the top of a lone tree. When anybody approached, Crane would call out and warn Flint, and Flint would come out of his lodge and meet the visitor.
There was an open flat in front of the lodge. Flint met all his visitors there. Warriors and hunters came and bought flint for arrow-points and spear-heads. They paid Flint big prices for the privilege of chipping off the hard stone. Some who needed flint for their weapons were poor and could not buy. These poor persons Flint turned away.
Coyote heard about Flint and, as he wanted some arrow-points, he asked his squas-tenk’ to help him. Squas-tenk’ refused.
“Hurry, do what I ask, or I will throw you away and let the rain wash you— wash you cold,” said Coyote, and then the power gave him three rocks that were harder than the flint-rock. It also gave him a little dog that had only one ear. But this ear was sharp, like a knife; it was a knife- ear.
Then to his wife, Mole, Coyote said: “Go and make your underground trails in the flat where Sto-way’-na lives. When you have finished and see me talking with him, show yourself so we can see you.”
Then Coyote set out for Flint’s lodge. As he got near it, he had his power make a fog to cover the land, and thick fog spread over everything. Crane, the watcher, up in the lone tree, could not see Coyote. He did not know that Coyote was around.
Coyote climbed the tree and took Crane from his high perch and broke his neck. Crane had no time to cry out. Then Coyote went on to Flint’s lodge. He was almost there when Flint’s dog, Grizzly Bear, jumped out of the lodge and ran toward him.
Coyote was not scared, and he yelled at Flint: “Stop your grizzly bear dog! Stop him, or my dog will kill him.”
That amused Flint, who was looking through the doorway. He saw that Coyote’s one-eared dog was very small, hardly a mouthful for Grizzly Bear. Fli.
For this assignment, you are asked to prepare a Reflection Paper. Af.docxsleeperharwell
For this assignment, you are asked to prepare a Reflection Paper. After you finish the reading assignment, reflect on the concepts and write about it. What do you understand completely? What did not quite make sense? The purpose of this assignment is to provide you with the opportunity to reflect on the material you finished reading and to expand upon those thoughts
A Reflection Paper is an opportunity for you to express your thoughts about the material by writing about them.
The writing you submit must meet the following requirements:
be at least two pages;
include your thoughts about the main topics
APA Stlye
.
For this assignment, you are asked to prepare a Reflection Paper. .docxsleeperharwell
For this assignment, you are asked to prepare a Reflection Paper. After you finish the reading assignment, reflect on the concepts and write about it. What do you understand completely? What did not quite make sense? The purpose of this assignment is to provide you with the opportunity to reflect on the material you finished reading and to expand upon those thoughts. If you are unclear about a concept, either read it again, or ask your professor. Can you apply the concepts toward your career? How?
This is not a summary. A Reflection Paper is an opportunity for you to express your thoughts about the material by writing about them.
The writing you submit must meet the following requirements:
be at least two pages;
include your thoughts about the main topics; and
include financial performance, quality performance, and personnel performance.
Format the Reflection Paper in your own words using APA style, and include citations and references as needed to avoid instances of plagiarism.
The reading assignment that you are to reflect on is Chapter 11, in the text. My written lecture for this Unit is basically a reflection on Chapter 11. Find an interesting part or two of the chapter and tell me what you got out of it. It's not a hard assignment. If you read my lecture, you will see the part of Chapter 11 that intrigued me the most was the subject of codetermination on page 367. Anything that intrigues you in Chapter 11 is fine with me.
Written Lecture
Does the ringisei decision-making process by consensus, which is used by the Japanese, reach the same conclusion as the top-down methods, which are used by American management? Some might label the Japanese decision-making system as simply procrastination. Others appreciate the method and expect productive outcomes. One major challenge is to build an organizational culture to adopt the practice of ringisei. If only half of an organization uses ringisei, it is likely to cause miscommunication and result in frustration.
The ringisei is based on the theory that the employee is an important part of the overall success of an enterprise. It is common to hear a lot about
empowering the employees
. Is creativity and innovation rewarded, ignored, or punished for the lower level employee in America?
Could the Japanese system of decision making have led to the controversy of what Toyota knew about unintended acceleration problems? This may be the best example of the use of silence in the Japanese culture frustrating Americans as a nation. This is not an explicit accusation of Toyota or of Japanese culture. Rather, it is inserted here to demonstrate potential consequences of management methods, processes, systems, and decision making. Read pages 106-108 of Luthans and Doh (2012) concerning this topic. The cause of the unintended acceleration problem announced by the United States government was due to bad floor mats or driver error. Initially, electronic problems were not mentioned.
The March 2011 Fuku.
For this assignment, you are asked to conduct some Internet research.docxsleeperharwell
This document instructs students to research a malware, virus, or DOS attack by summarizing findings from an internet source in 3-4 paragraphs. The summary should include the name of the malware/virus, date of incident, impact/damage caused, how it was detected, and a reference citation.
For this assignment, you are a professor teaching a graduate-level p.docxsleeperharwell
For this assignment, you are a professor teaching a graduate-level public administration administrative law course at a traditional state university. Your task is to develop a formal presentation providing an overview of administrative law—specifically by comparing and contrasting the key defining aspects of administrative law within the American three-branch federal government structure, explaining how these functions are overseen/regulated, and ultimately, interpreting how they serve the common good of the public-at-large.
Your presentation must include the following with specific examples:
Articulate an understanding of how federal agencies enforce their regulations.
Explain the fundamental role that agency rulemaking plays in regulating society-at-large.
Compare both formal rulemaking and informal rulemaking.
Articulate the similarities and differences between rulemaking and adjudication.
Analyze the various methods of oversight exercised by the judicial, legislative, and executive branches of the federal government over administrative agencies.
Articulate how special interest groups (to include the media) can influence and/or shape public opinion about administrative agencies and place a spotlight on individual policies.
Incorporate appropriate animations, transitions, and graphics as well as speaker notes for each slide. The speaker notes may be comprised of brief paragraphs or bulleted lists and should cite material appropriately. Add audio to each slide using the
Media
section of the
Insert
tab in the top menu bar for each slide.
Support your presentation with at least seven scholarly resources
.
In addition to these specified resources, other appropriate scholarly resources may be included.
Length: 15 slides (with a separate reference slide)
Notes Length: 200-350 words for
each slide
Be sure to include citations for quotations and paraphrases with references in APA format and style where appropriate.
.
For this assignment, we will be visiting the PBS website,Race .docxsleeperharwell
For this assignment, we will be visiting the PBS website,
Race: The Power of Illusion
. Click on the "Learn More" link, and proceed to visit these links:
What is Race? (View All)
Sorting People (Complete both "Begin Sorting" and "Explore Traits")
Race Timeline (View All)
Human Diversity (Complete both the Quiz and "Explore Diversity")
Me, My Race & I (View Slideshow Menu)
Where Race Lives (View All)
Given the
enormous
amount of information presented in this website, discuss what was most interesting and surprising to you in
EAC
H of the links.
Post your 200 word assignment.
Discussion Board Activity:
Now that you have learned that the race is a social concept rather than a biological truth respond to TWO fellow students with your thoughts on prejudice and discrimination pertaining to deviance, social class, and race.
(I'll send you two replies)
Due November 3rd
.
For this assignment, the student starts the project by identifying a.docxsleeperharwell
For this assignment, the student starts the project by identifying a clinical population of interest. Then, the student is to locate (10) nursing research articles from peer-reviewed nursing journals that reflect the clinical population of their interest. From the articles, the student identifies what has been researched and is currently known about their clinical population. The student is to write a summary of each article in a tabular format and submit a single summary table of all articles that provides a review of current knowledge on the selected population ( example and form will be provided ).
.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Communicating effectively and consistently with students can help them feel at ease during their learning experience and provide the instructor with a communication trail to track the course's progress. This workshop will take you through constructing an engaging course container to facilitate effective communication.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Illustration ThinkstockiStockTeachers know all the terms.docx
1. Illustration: Thinkstock/iStock
Teachers know all the terms: data-driven decision making, data-
informed deci-
sion making, data-based decision making, data use, iterative
cycles of inquiry, and
more. Whatever you call it, data-driven decision making is a hot
topic
in education. It also has become a focal point for strong
opinions —
positive and negative. Policy makers believe student
achievement
will improve when educators use data to inform their teaching.
Yet the research evidence proving this is inconsistent at best
(Carlson, Borman, & Robinson, 2011; Hamilton et al., 2009;
Konstantopoulos, Miller, & van der Ploeg, 2013).
Many educators worry about the growing emphasis and reli-
ance on data. Some teachers actually refer to data as “the other
four-letter word” — time being the fi rst one. Teachers say that
poring over reams of data takes time from where they want to be
— in the classroom with students. Skepticism abounds, and con-
cerns about how data are used are very real. Some educators
worry that data are part of the “gotcha,” being used
to evaluate their performance in unrealistic ways.
What’s more, they say the data they are being re-
quired to examine has little utility in their practice.
ELLEn B. MandInach ([email protected])
is senior research scientist and director of the Data
for Decisions initiative at WestEd, San Francisco,
Calif. BrEnnan M. Parton is a senior associate,
2. state policy and advocacy for Data Quality Campaign,
Washington, D.C. EdIth S. GUMMEr is a senior
research associate in the evaluation research program
at WestEd. rachEL andErSon is a policy analysis
and research associate at Data Quality Campaign.
Privacy and school data
V96 N5 kappanmagazine.org 25
Ethical and appropriate
data use requires
data literacy
Student data can be a powerful, transformative tool in teaching,
but to reap those potential benefi ts practitioners must become
more data literate.
By Ellen B. Mandinach, Brennan M. Parton,
Edith S. Gummer, and rachel anderson
Comments?
Like PDK at www.
facebook.com/pdkintl
K1502_February.indd 25 12/19/14 10:31 AM
26 Kappan February 2015
Gummer and Mandinach (in press) have defi ned a
construct they call data literacy for teaching:
The ability to transform information into actionable
instructional knowledge and practices by collecting,
3. analyzing, and interpreting all types of data (assess-
ment, school climate, behavioral, snapshot, longitu-
dinal, moment-to-moment, etc.) to help determine
instructional steps. It combines an understanding
of data with standards, disciplinary knowledge and
practices, curricular knowledge, pedagogical content
knowledge, and an understanding of how children
learn.
The construct has three main domains of knowl-
edge, which combine to enable teachers to know
what the data mean in terms of their content area
and within a learning progression and then to trans-
late that knowledge into instructional steps.
• Data use for teaching or what might be
considered the ability to analyze and use data.
• Content knowledge or the teacher’s under-
standing of a specifi c domain or subject.
• Pedagogical content knowledge (Shulman,
1986) or the ability to apply knowledge of
pedagogy in the context of the content area.
These domains are composed of components
comprising specifi c skills that are all part of an in-
quiry cycle and include:
• How to identify problems of practice;
• How to frame questions;
• How to use data;
• How to transform data into information;
• How to transform information into a decision;
• How to evaluate the outcomes of a decision.
4. Ethical and responsible data use is part of knowing
how to use data, and that knowledge focuses on how
to protect student privacy and maintain confi denti-
ality of student data. Such knowledge includes how
and when to discuss students’ performance, behav-
ior, attitudes, etc. with other teachers, administra-
tors, and parents. It also includes knowing how to
remove identifying information from a student re-
cord and how to maintain proper student records —
whether electronic or in paper-and-pencil format. It
includes knowing who has access to student records
and when, how, and the process by which to release
data or results. Responsible data use also includes
knowing when and when not to discuss a student’s
performance in public.
Take, for example, two teacher colleagues who run
into each other in the grocery story checkout line
and begin talking about a student who’s experiencing
Parents and the broader public share those con-
cerns and have raised issues about what data are
being collected about students, how they are be-
ing used, whether they are secure, and who has
access to them. Data breaches at the federal level
and in the private sector have garnered media at-
tention and stoked fears. Regulations to guide data
use and protect the privacy and confi dentiality of
student data exist in the Family Educational Rights
and Privacy Act (FERPA). But FERPA is not easy
to understand. Parents likely receive a legal notice
about FERPA from their school district each year.
Teachers and administrators likely receive FERPA
compliance training annually. But such notices and
training don’t help parents and teachers understand
their rights and roles in protecting student privacy,
5. and they sometimes lead to fear that nothing should
be done with the data.
For teachers, using data ethically — in a way that’s
mindful of their responsibility to keep individual stu-
dent information private — is a requirement of us-
ing data effectively. So how do we help educators
understand their role in protecting student data and
using data responsibly? The short answer is that they
need to be data literate.
data literacy and ethics
Data use is not an isolated event (Earl & Katz,
2006). Data use should be a continuous, integrated
part of practice that is used all the time. In fact,
Mandinach (2012) maintains that good teachers
have been employing data-driven decision making
all along — it just hasn’t been recognized by that
term. But there is more work to be done to ensure
that educators know how to continuously, effectively,
and ethically use data — that is, to help them to be
data literate.
Ethical and responsible data use is part of
knowing how to use data, and that knowledge
focuses on how to protect student privacy and
maintain confi dentiality of student data.
K1502_February.indd 26 12/19/14 10:31 AM
6. V96 N5 kappanmagazine.org 27
data literate requires that teachers know what consti-
tutes responsible data use and what is inappropriate.
But the characterization of a construct such as data
literacy in terms of cognitive aspects of knowledge
and skills is only part of what we need to examine
to truly understand what teachers need to know and
be able to do. Educators also need to consider how
data literacy plays out in teacher identity, values, and
epistemic beliefs. How teachers see themselves as
data users — as individualists or part of a team —
infl uences what they do. The extent to which data
use is seen as a valuable addition to teacher practice
some diffi culties. Someone passes by and overhears
the teachers’ discussion. That is a violation of the stu-
dent’s privacy, even if the teachers didn’t mean to do
so and even if the passerby did not know the student.
But such a conversation would not be a privacy vio-
lation if the teachers were working in a data team or
a professional learning community, where the expec-
tation is professional discourse about student perfor-
mance, learning issues, and potential remediation.
See Table 1 for a more comprehensive assessment
of data practices.
These may be fi ne lines of distinction, but being
• Using data to differentiate instruction and group
students.
• Using data walls to organize and clearly understand
student data
7. • Using data walls to talk to other teachers about
what the data show and problems of practice
• Placing data walls that contain student names
and other identifi ers in rooms accessible only to
teachers and school leaders
• Removing student identifi ers when those data walls
are moved to common areas
• Discussing student data at school in collaboration
with colleagues to set goals and identify problems
of practice
• Using student artifacts in collaboration with
other educators for collaboration and improving
practice
• Communicating about an individual student’s data
with his or her parents
• Using only secure systems to upload and
manipulate personally identifi able information, such
as those provided by the state or district
• Using data to track or label students as unable to
succeed.
• Hanging data walls with student names and other
identifi ers in classrooms where anyone who comes
into the room can see them
• Keeping data walls with student names or other
identifi ers in rooms where the public might see
them during events or meetings
8. • Talking about individual student successes and
challenges in public
• Sharing student artifacts outside of an education
setting, such as on a web site like Pinterest,
Facebook, or Twitter
• Dismissing parent requests for data, or ignoring
their concerns about how it will be used
• Comparing a student’s performance to that of other
individual students in conversations with parents
• Storing or manipulating student data through
applications like Dropbox, on thumb drives, or in
email
taBLE 1.
an assessment of data use practices
Good practice Practices to avoid
K1502_February.indd 27 12/19/14 10:31 AM
28 Kappan February 2015
conclusion
Data literacy is a critical part of effective teach-
ing, and as the proliferation of data increases, and as
parent and public concerns about the safety of data
remain, the ethical use of data must be a focus for
teachers. Teachers are the front-line communicators
to parents and their communities about education.
9. But as parents and the public at large express con-
cerns over data use in education, they’re also dem-
onstrating that they don’t fully trust educators to
use data in ways that benefit students. Teachers have
a new role to not only explain the value of data to
parents and the community but also to demonstrate
that they only and always use information in the best
interest of students.
Teachers cannot gain valuable data use skills in a
vacuum. There is much more to do to provide educa-
tors the support they need to access, interpret, act on,
and communicate data effectively and ethically, and
this includes promoting data literacy among state and
district leaders, and in teacher preparation programs.
Teachers need preservice and ongoing instruction in
using student data and their role in protecting it —
training on FERPA compliance alone won’t lead to
ethical data use. All these actors have a role to play to
be sure that the public and teachers feel comfortable
that data are a tool for helping students, not tracking,
labeling, or shaming. K
References
Carlson, D., Borman, G.D., & Robinson, M. (2011). A
multistate district-level cluster randomized trial of the impact of
data-driven reform on reading and mathematics achievement.
Educational Evaluation and Policy Analysis, 33 (3), 378-398.
Earl, L.M. & Katz, S. (2006). Leading schools in a data-rich
world: Harnessing data for school improvement. Thousand
Oaks, CA: Corwin Press.
Gummer, E.S. & Mandinach, E.B. (in press). Building a
conceptual framework for data literacy. Teachers College
10. Record.
Hamilton, L., Halverson, R., Jackson, S.S., Mandinach,
E., Supovitz, J.A., & Wayman, J.C. (2009). Using student
achievement data to support instructional decision making.
Washington, DC: U.S. Department of Education, Institute of
Education Sciences, National Center for Education Evaluation.
Konstantopoulos, S., Miller, S., van der Ploeg, A., Li, C.H.,
& Traynor, A. (2013). The impact of Indiana’s system of
benchmark assessments on mathematics achievement.
Educational Evaluation and Policy Analysis, 35 (4), 481-499.
Mandinach, E.B. (2012). A perfect time for data use: Using
data-driven decision making to inform practice. Educational
Psychologist, 47 (2), 71-85.
Shulman, L.S. (1986). Those who understand: Knowledge
growth in teaching. Educational Researcher, 15 (2), 4-14.
is important. And what teachers consider important
data or evidence has real implications for what they
will use.
States, districts, and educator preparation pro-
grams must do more to promote teacher data lit-
eracy and ethical use of data through policy, training,
and practice.
the setting matters
Data literacy skills can become a powerful tool to
inform teacher practice. Teachers need to use data,
and they need to do it foremost in a way that is in
the interest of their students. Student-focused data
use includes:
11. • Using data to inform instruction;
• Using access to student data appropriately;
• Displaying data appropriately; and
• Disclosing and communicating data
appropriately.
Responsible data use also includes knowing
when and when not to discuss a student’s
performance in public.
“Not only did the cat eat my homework, it went viral on
YouTube.”
K1502_February.indd 28 12/19/14 10:31 AM
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JSD | www.learningforward.org June 2013 | Vol. 34
No. 336
12. theme INTERNATIONAL TRENDS
By Andrew Hargreaves and Michael Fullan
Professional capital has a fundamental con-
nection to transforming teaching every
day, and we’ve seen many examples of
this at work in schools and school systems
around the world. Here, we explore the
powerful idea of capital and articulate its
importance for professional work, profes-
sional capacity, and professional effectiveness. Systems
that invest in professional capital recognize that education
spending is an investment in developing human capital
from early childhood to adulthood, leading to rewards of
economic productivity and social cohesion in the next gen-
eration (Hargreaves & Fullan, 2012).
Professional capital requires attention not only to po-
litical and societal investments in education but also to
leadership actions and educator needs, contributions, and
career stages.
THE CONCEPT OF CAPITAL
Many teachers find the concept of capital a difficult
idea because of where it comes from. Capital is not some-
thing we’d normally associate with teaching. The origi-
nal idea of capital comes from the economic sector, and
whether you are Warren Buffett or Adam Smith or Karl
Marx, one part of the idea is basically the same. Capital is
something that adds value to net worth. If you want to get
a return, you need to make an investment.
13. TWO APPROACHES TO TEACHING
Right now, there are two visions for capital and how
it can be used to improve teaching in the U.S. and else-
where. One is a business capital approach. In this view, the
purpose of public education is increasingly to yield a short-
term profit with quick returns for its investors. The pur-
pose of public education is to be a market for technology,
for testing products, for charter schools and companies and
chains and their look-alikes in Sweden and England and
other parts of the world.
There’s nothing wrong with business or making a
profit. But when the overwhelming orientation of public
education is to yield short-term profits in a fast market, it
distorts fundamentally what it is that we do, and it carries
troubling assumptions with it about teachers and teaching.
One of the ways you increase the returns on public educa-
tion in the short term is by reducing the cost of teaching,
education’s greatest expense.
In the business capital view, teaching is technically sim-
ple. Teaching doesn’t require rigorous training, hard work
in universities, or extensive practice in schools. In this view,
teaching can be learned over six weeks in the summer, as
long as you are passionate and enthusiastic. Imagine if we
said that about our doctors or architects or engineers.
A business capital approach says that teaching can be
driven by data, that data give you all the answers, that
numbers and spreadsheets will set you free. This business
capital view of teaching also says that technology can often
replace teachers.
THE POWER
of PROFESSIONAL
14. CAPITAL
WITH AN INVESTMENT IN COLLABORATION, TEACHERS
BECOME NATION BUILDERS
June 2013 | Vol. 34 No. 3 www.learningforward.org |
JSD 37
theme INTERNATIONAL TRENDS
The opposite stance toward teaching is a professional
capital approach. In this approach, teaching is hard. It’s
technically difficult, for example, knowing the signs of As-
perger’s, differentiating instruction, learning all the skills to
deal with difficult adults. It requires technical knowledge,
high levels of education, strong practice within schools,
and continuous improvement over time that is undertaken
collaboratively, and that calls for the development of wise
judgment.
Over time, professional capital policies and practices
build up the expertise of teachers individually and collec-
tively to make a difference in the learning and achievement
of all students. In a professional capital approach, teachers
should and do work with technology to enhance teaching,
but not where the mouse becomes a replacement for the
teacher.
Our book spells out the three kinds of capital that
comprise professional capital: human capital (the talent of
individuals); social capital (the collaborative power of the
group); and decisional capital (the wisdom and expertise to
make sound judgments about learners that are cultivated
over many years). That’s the vision of professional capital.
15. CAPITAL AT WORK
A simple but powerful study from Carrie Leana of the
University of Pittsburgh helps to illustrate the idea of the
relationship between human and social capital. She did
a study in New York City with a sample of 130 elemen-
tary schools (Leana, 2011). She measured three things.
She looked at human capital — the qualities of the indi-
viduals, their qualifications and competencies on paper.
She measured social capital with questions like: To what
extent do teachers in this school work in a trusting, col-
laborative way to focus on learning and the engagement
and improvement of student achievement? And then she
measured math achievement in September and June as an
indicator of teachers’ impact.
Leana found that schools with high social capital
showed positive achievement outcomes. Schools with strong
social and human capital together did even better. Most im-
portant, Leana found that teachers with low human capital
who happened to be working in a school with higher social
capital got better outcomes than those in schools with lower
social capital. Being in a school around others who are work-
ing effectively rubs off on teachers and engages them.
Human and social capital are both important, but hu-
man capital is not as influential as social capital as a lead
strategy. To
enact change faster and more effectively, to reduce variation in
effec-
tive teaching in a school or between and among schools in terms
of
networks, our advice is to use social capital. Use the group to
change
the group. This means developing how teachers as a team or
16. group
can best identify and respond to the needs of individual
students.
Back this up with the human capital that comes with being able
to
attract the best people in the profession, develop them as they
come
in, and build on that to be effective.
To attract people to the profession, you need a good set of
schools for those people to work in. Continuous professional
de-
velopment pays off in Finland, Singapore, Alberta, and Ontario.
The best way you can support and motivate teachers is to create
the
conditions where they can be effective day after day, together.
And
this isn’t just about intraschool collaboration It’s about
interschool
and interdistrict collaboration. It’s about the whole profession.
DECISIONAL CAPITAL
We know that both human and social capital have links to stu-
dent achievement. Decisional capital, a notion that comes from
the
field of law, is about how you develop your capabilities over
time,
particularly your capacity to judge. All professions involve
judgment
in situations and circumstances where the evidence and the
answers
aren’t incontrovertibly clear.
Judges have to judge because the facts of the case do not speak
17. This article is adapted from a keynote address
by Andy Hargreaves and Michael Fullan at
Learning Forward’s Annual
Conference in Boston,
Mass., in December 2012.
The concept of professional
capital and how it can
affect the future of teaching
and public education is
also the subject of their
book, Professional Capital:
Transforming Teaching in Every
School (Teachers College
Press, 2012). Professional
Capital shows how to
demand more of the teaching
profession and from the systems that support it. The
book includes action guidelines for groups, individual
18. teachers, administrators, schools and districts, and
state and federal leaders. Available at http://store.
learningforward.org.
JSD | www.learningforward.org June 2013 | Vol. 34
No. 338
theme INTERNATIONAL TRENDS
for themselves. How do judges learn to judge? By dealing with
many cases over many years, by themselves, with other people,
in the courtroom, out of the courtroom reflectively, alone in-
trospectively, and collectively with their colleagues. This is
what
all professionals do. In part, Finland does so well in education
because of the amount of time teachers spend in their day out-
side of the classroom. They spend less time in the classroom per
day than any other country, which gives them time to reflect,
discuss, and develop judgment.
THE ROLE OF CAREER STAGES
In teachers’ development, we look at a couple of factors
that bear on the development of decisional capital. One is com-
mitment: How enthusiastic, how dedicated, how driven by a
moral purpose are you as a teacher? The other is capability:
How
good are you, can you do the job, can you manage a class of
kids, can you differentiate instruction? Both of these things are
important, but one is often confused for the other.
There are three career stages that are critical in considering
19. the development of decisional capital. In the early career — one
to three years’ experience — teachers are, on average, more
enthusiastic than at any other point in their career. They are
more committed, more dedicated. But, on average, they are less
competent; there’s still a lot to learn.
In the later years of teaching — 22 years and onwards — we
see that teachers’ commitment is, on average, declining. It has
to do with many things — their lives, aging parents, experiences
with change, principal turnover, etc. And their capabilities are
all over the map.
The stereotype is that teachers late in their career are resist-
ers, but, in fact, there are four types of teachers. There are the
renewed, who are constantly learning and challenged. The dis-
enchanted teachers were once very excited about change, but
through negative experiences have become discouraged;
however,
they can be re-enchanted. Then there are the quiet ones.
Introverts
are more likely to work with two or three people rather than the
entire school to make improvements, and that’s the best way to
work with them. The fourth group is the resisters and
reprobates.
These are the educators that those running performance evalua-
tions often focus on, the deadwood to get out of the way. While
there may be a few teachers in this category, don’t confuse the
other types of late-career teachers with them.
And then there are teachers in the mid-career range — with
anywhere from four to 20 years’ experience. These are, on aver-
age, the most committed and capable. Their time in teaching
adds up to about 10,000 hours, which is the time that Malcolm
Gladwell in Outliers tells us is how long it takes in any profes-
sion to become the equivalent of orchestra class as a musician
(Gladwell, 2008). If you want to play in the pub on a Saturday
20. night, it will take you about 4,000 hours, which is about the
equivalent of three years of teaching.
In teaching, do we want to create teachers who are good
enough to play in the pub on a Saturday night, with three years
or so of experience? Or do we want to keep developing, to wire
in all the skills and stretch the capacities, so educators reach
that
moment where they’re in the zone, where they can improvise
with a range of strategies effortlessly? If so, it takes most teach-
ers an investment of around 10,000 hours to get to that point.
This career stage is important — and it’s the one we com-
monly neglect. We focus on the first three years to get teachers
going. And then we focus on the people who may sometimes
prove difficult at the end. We think we can leave the people in
the middle alone. If we leave them alone, though, there’s the
danger that things become too easy, that they won’t stretch
themselves. And then we’re headed for a worrying end, and
instead of quiet ones or disenchanted ones or especially
renewed
ones, we find ourselves dealing with reprobates — and we cre-
ated them. We need to focus more on the teachers in the middle
and to keep challenging and stretching them.
SOCIAL CAPITAL
In considering how to create a professional capital culture,
it’s critical to know that there isn’t just one way to collabo-
rate. Social capital is not only or sometimes even mainly about
professional learning communities sitting down and looking at
spreadsheets of student data together. Here are five examples
from five countries that we’ve worked with that use social capi-
tal in different ways.
21. Andrew Hargreaves, left, ([email protected]) is the
Thomas More Brennan Chair in the Lynch School of Education
at Boston College and cofounder of the International Centre
for Educational Change at the Ontario Institute for Studies in
Education at the University of Toronto. His website is www.
andyhargreaves.com, and you can follow him on Twitter at
@hargreavesbc.
Michael Fullan, right, ([email protected]) is professor emeritus
and the former dean at Ontario Institute for Studies in
Education
at the University of Toronto. He is the special advisor to the
premier and minister of education in Ontario, Canada. His
website
is http://michaelfullan.ca.
June 2013 | Vol. 34 No. 3 www.learningforward.org |
JSD 39
The power of professional capital
Finland: Local curriculum development
One of the things teachers do in Finland that makes them
effective is that they create curriculum together, school by
school, district by district. They don’t just implement curricu-
lum, they create curriculum together.
Singapore: Give away best ideas
Singapore is the highest-performing country on the Pro-
gramme for International Student Assessment (PISA), and it’s
a place where people excel at every level. Here, educators give
away their best ideas to other people. Think of that at a school
22. — this notion makes educators have to keep inventing new
ideas to stay ahead. They don’t hog their ideas. How can you
expect your teachers to collaborate if their schools compete?
Alberta: Collaborative innovation and inquiry
Alberta is one of the two highest-performing provinces in
Canada. For the last 11 years, in collaboration with the govern-
ment, the Alberta Teachers’ Association has spent 50% of its
resources on professional development. The College of Alberta
School Superintendents has also worked cooperatively to pro-
mote inquiry and innovation in schools and districts. Profes-
sional inquiry fostered by leaders at all levels has become
central
to the development of the profession.
Ontario: Collective responsibility and transparency
When teachers look at data together in Ontario, they aren’t
just looking for quick fixes for how to lift up achievement
scores.
Behind every number is a child. Teachers sit together with the
transparency of the data, and all teachers take collective respon-
sibility for all children across grades. The teachers say,
“They’re
our children,” not “my children, my class.” It’s what’s behind
the
data, not what’s in the data that is most important for Ontario.
California Teachers Association: Teacher leaders drive
system change
California is of the lowest-performing states in the U.S. Years
ago, the California Teachers Association sued then-Gov. Arnold
Schwarzenegger for several billion dollars. With the money that
it won, the association collaboratively set up the Quality Educa-
23. tion Investment Act for several hundred low-performing schools
in the state. The early data indicate that with teachers as drivers
of system change, achievement gains are being made, especially
with Hispanic and African-American populations.
PUSH-PULL-NUDGE LEADS TO PROFESSIONAL CAPITAL
Professional capital is a function of the interactive, multipli-
cative combination of the three kinds of capital discussed
above.
With our responsibility to move professional capital forward,
proactive action is necessary. A combination of push, pull, and
nudge will move systems forward. We explore a range of
actions
for leaders to take in our book, but here is a quick overview of
the push-pull-nudge idea.
Push is when you assert, pay attention, and intervene for
more professional capital. When you push someone who is
reluc-
tant, they change, and they thank you afterwards. But you can
be
too pushy, and what started as a push for people’s own good can
turn into a shove that is enforcing compliance for its own sake.
It can be your habitual first move, rather than your next or last
one when other strategies fail. Pull is when you draw people
into
the excitement, into the vision, into the development. But not
everyone is always ready to be pulled in this way. In between is
nudging. Nudge is a way to enable people to make choices but
to
try and guide them a bit at a time into making better ones. Some
of the ways to nudge people are: to use key language constantly
that repeats and affirms what is important; to adopt tools like
data walls that are visible to everyone, conceptual anchor charts
24. in every classroom to emphasize key learning skills, or critical
friends protocols to promote deeper discussion; or to change the
structures by positioning a struggling new teacher alongside an
experienced pro, rather than placing him or her out in a portable
hut where no one else wants to teach.
All good leadership is a judicious mixture of push, pull,
and nudge. This is a sophisticated practice. It’s a combination
of nonjudgmentalism, not being pejorative about where people
are at the beginning, combined with moving them forward. In
all this, there is a not a reluctance to insist on collaboration, but
there is a sensitivity to career cycle issues and different starting
points. In the end, it’s best to pull whenever you can, push
whenever you must, and nudge all the time.
LOOKING AHEAD
As we state in our book, “Professional capital is about enact-
ing more equal, higher-attaining, more healthy countries in just
about every way that counts. This is why successful countries
treat their teachers as nation builders, and how they come to
yield high returns in prosperity, social cohesion, and social jus-
tice,” (Hargreaves & Fullan, 2012, p. 185). But this can’t be
just
a slogan. Our book has hit a responsive chord with educators
at all levels of the system. Professional capital has turned out
to be a “sticky concept” — it resonates with where people are
and what they see as a promising and necessary solution. What
we need now is a committed effort to implement this powerful
conception of the profession across the system. The
responsibility
is ours. Let’s make professional capital our primary investment.
REFERENCES
Gladwell, M. (2008). Outliers: The story of success. New
25. York, NY: Back Bay Books.
Hargreaves, A. & Fullan, M. (2012). Professional
capital: Transforming teaching in every school. New York, NY:
Teachers College Press.
Leana, C.R. (2011, Fall). The missing link in school
reform. Stanford Social Innovation Review, 9(4), 34. ■
ED 7900 Capstone Module 1 Discussion 1: Changes and Trends
in Data
As Fullan (2016) notes, change is not easy, even when it is
sought. As an educational leader in your community, you may
be familiar with the issues facing Grand City and recognize the
need for change. Not unlike many 21st-century cities, it is
growing, its economy is changing, and its early childhood and
other educational programs must change to accommodate the
diverse needs of the next generation. As the demographics have
changed, key indicators such as test scores have declined.
Mayor Keller won the election by campaigning to make changes
in the schools and the community to reverse these trends.
The mayor has approached leaders in the community to join her
in developing a plan to prepare the city for a newly competitive
educational and economic landscape. In preparation for the first
task force meeting, Mayor Keller has asked its members to
gather and review data for Grand City, related to their
specialized area. As you will see, the task force includes a
variety of professionals from diverse economic, civic, early
childhood, K–12 education, and other community programs.
Before the task force can make recommendations, it must
understand what is happening by analyzing data relevant to the
schools and students.
For this Discussion, you will analyze the educational and
demographic data of Grand City by taking on the role of a task
26. force member from your own specialization. You will then
consider the implications of that data on its programs, schools,
and community.
To prepare:
· Read the Gonzalez-Shancho and Vincent-Lancrin (2016) and
Mandinach et al. (2015) articles related to data collection and
analysis in education. Reflect on the difficulty they describe
regarding making data accessible to decision makers. With the
volume of data available, how can users get the information
they need without feeling overwhelmed by the volume of data
available?
· Read the Mandinach et al. (2015) article regarding best
practices and practices to avoid in the use of data. Are there
other practices you would add to either list?
· Review the Fullan (2016) chapters for this module. Consider
Fullan’s thoughts related to educational change and how, using
the data and your role in the community, you might apply them
to Grand City’s task force.
· In the City Hall location in Grand City, view the video of the
mayor’s welcome to the education task force. The video
includes introductions to several of Grand City’s stakeholders
who are members of the task force.
· Review the Grand City demographic, community, and
educational data, in City Hall in Grand City. From your
perspective as an educational leader in the community—whether
your expertise is in early childhood, K–12, administrator,
educational technologist, or other specialist—consider what the
important changes are over time in the data and trends that
emerge. What trends are important for the task force to
consider? What is the impact of the data on the Grand City
community and its educational programs (both early childhood
and K–12)?
27. Assignment Task Part 1
Post an
1 ½ page analysis of the Grand City data and
information from Mayor Keller’s welcome from the perspective
of your role in the community. In your analysis, be sure to
explain:
· Changes over time within the data related to your
specialization area
· Trends that emerge from the data, their impact on the Grand
City community, and your specialization in particular
· Overall implications of the presented Grand City data and
comments from Mayor Keller and the task force members on the
community and its educational programs
· One concept from Fullan (2016) on educational change that
you believe should be a key guiding principle for the task force
moving forward. Support your explanation with specific
reference to the data and your analysis.
For this Discussion, and all scholarly writing in this course, you
will be required to use APA style and provide reference
citations.
Assignment Task Part 2
Read a selection of your colleagues’ posts.
Respond to two or of your colleagues posts, and respond in any
of the following ways
In 150 word Responses :
· Expand on a colleague’s analysis of change over time,
specifically from the perspective of your specialization
expertise.
· Explain how a data trend identified by a colleague impacts
your particular specialization as well.
· Support or refute a colleague’s selection of a guiding principle
from the Fullan (2016) text.
28. ·
For this Discussion, and all scholarly writing in this
course, you will be required to use APA style and provide
reference citations.
Learning Resources
https://go.openathens.net/redirector/waldenu.edu?url=https://dx.
doi.org/10.1177/1478210316649287
https://search.ebscohost.com/login.aspx?direct=true&db=eric&
AN=EJ1058943&site=eds-
live&scope=site&authtype=shib&custid=s6527200
Fullan, M. (2016).
The new meaning of educational change (5th ed.). New
York, NY: Teachers College Press.
· Chapter 1, “A Brief History of Educational Change” (pp. 3–
17)
· Chapter 2, “The Meaning of Educational Change” (pp. 18–38)
http://www.michaelfullan.ca/wp-content/uploads/2013/08/JSD-
Power-of-Professional-Capital.pdf
https://www.waldenu.edu/about/who-we-are
http://academicguides.waldenu.edu/writingcenter/templates/gen
eral