Data Driven Decision Making In The Community College Context
Download Data Driven Decision Making In The Community College Context full books in PDF, epub, and Kindle. Read online free Data Driven Decision Making In The Community College Context ebook anywhere anytime directly on your device. Fast Download speed and no annoying ads. We cannot guarantee that every ebooks is available!
| Author | : Eliza Raquel Arata |
| Publisher | : |
| Total Pages | : 250 |
| Release | : 2019 |
| Genre | : Community colleges |
| ISBN | : |
This case study explored how data-driven decision making occurred within institutional planning activities at a California community college. The problem statement for this research was that the practice of data-driven decision making for program effectiveness within community colleges has not been clearly defined and understood within the literature. The research question asked, "What enables data-driven decision making within a variety of routine planning activities, including how do practitioners employ data-driven decision making and what processes are utilized in data-driven decision making?" This study utilized a descriptive case study methodology. A descriptive case study is an empirical inquiry that investigates a case in depth and within its real-world context (Yin, 2014). Using a combination of one-on-one interviews, document review, and observations, this study gathered data on organizational routines and processes, the people involved in planning, and the process and tools used within planning. Three major findings were that (a) data-driven decision making is enabled by organizational structure, dialogue, the availability of data reports, and support and guidance by institutional research professionals; (b) practitioners employ data-driven decision making by tracking various metrics, detecting barriers to goals, identifying needs, and adjusting practices accordingly; and (c) stakeholders within a college approach institutional planning with certain expectations and assumptions that reflect the college's broader culture. The findings indicated: (a) the design of the college's institutional planning structure and processes impacts how data-driven decision making is employed at a college; (b) stakeholders tend to form meaning together and dialogue about data is one avenue that facilitates the meaning-making process; (c) data collection is key, thus the research questions guiding data collection are also key; (d) the data-driven decision-making process includes using data to reach a decision as well as acting on or responding to the information or newly created knowledge; and (e) the practice of data-driven decision making is influenced by organizational culture. The recommendations suggest ways that community colleges, leaders, and practitioners can support or facilitate data-driven decision making within institutional planning activities.
| Author | : Ellen B. Mandinach |
| Publisher | : Corwin Press |
| Total Pages | : 281 |
| Release | : 2012-04-10 |
| Genre | : Business & Economics |
| ISBN | : 1412982049 |
"Gathering data and using it to inform instruction is a requirement for many schools, yet educators are not necessarily formally trained in how to do it. This book helps bridge the gap between classroom practice and the principles of educational psychology. Teachers will find cutting-edge advances in research and theory on human learning and teaching in an easily understood and transferable format. The text's integrated model shows teachers, school leaders, and district administrators how to establish a data culture and transform quantitative and qualitative data into actionable knowledge based on: assessment; statistics; instructional and differentiated psychology; classroom management."--Publisher's description.
| Author | : Kim Schildkamp |
| Publisher | : Springer Science & Business Media |
| Total Pages | : 221 |
| Release | : 2012-09-18 |
| Genre | : Education |
| ISBN | : 9400748159 |
In a context where schools are held more and more accountable for the education they provide, data-based decision making has become increasingly important. This book brings together scholars from several countries to examine data-based decision making. Data-based decision making in this book refers to making decisions based on a broad range of evidence, such as scores on students’ assessments, classroom observations etc. This book supports policy-makers, people working with schools, researchers and school leaders and teachers in the use of data, by bringing together the current research conducted on data use across multiple countries into a single volume. Some of these studies are ‘best practice’ studies, where effective data use has led to improvements in student learning. Others provide insight into challenges in both policy and practice environments. Each of them draws on research and literature in the field.
| Author | : Karen L. Webber |
| Publisher | : Johns Hopkins University Press |
| Total Pages | : 337 |
| Release | : 2020-11-03 |
| Genre | : Education |
| ISBN | : 1421439034 |
Webber, Henry Y. Zheng, Ying Zhou
| Author | : Claude Adam Callery |
| Publisher | : |
| Total Pages | : 0 |
| Release | : 2012 |
| Genre | : |
| ISBN | : |
| Author | : Amelia Parnell |
| Publisher | : Taylor & Francis |
| Total Pages | : 134 |
| Release | : 2023-07-03 |
| Genre | : Education |
| ISBN | : 1000978699 |
Internal and external pressure continues to mount for college professionals to provide evidence of successful activities, programs, and services, which means that, going forward, nearly every campus professional will need to approach their work with a data-informed perspective.But you find yourself thinking “I am not a data person”.Yes, you are. Or can be with the help of Amelia Parnell.You Are a Data Person provides context for the levels at which you are currently comfortable using data, helps you identify both the areas where you should strengthen your knowledge and where you can use this knowledge in your particular university role.For example, the rising cost to deliver high-quality programs and services to students has pushed many institutions to reallocate resources to find efficiencies. Also, more institutions are intentionally connecting classroom and cocurricular learning experiences which, in some instances, requires an increased gathering of evidence that students have acquired certain skills and competencies. In addition to programs, services, and pedagogy, professionals are constantly monitoring the rates at which students are entering, remaining enrolled in, and leaving the institution, as those movements impact the institution’s financial position.From teaching professors to student affairs personnel and beyond, Parnell offers tangible examples of how professionals can make data contributions at their current and future knowledge level, and will even inspire readers to take the initiative to engage in data projects.The book includes a set of self-assessment questions and a companion set of action steps and available resources to help readers accept their identity as a data person. It also includes an annotated list of at least 20 indicators that any higher education professional can examine without sophisticated data analyses.
| Author | : Laura G. Knapp |
| Publisher | : RTI Press |
| Total Pages | : 124 |
| Release | : 2016-09-29 |
| Genre | : Education |
| ISBN | : 1934831204 |
People providing services to schools, teachers, and students want to know whether these services are effective. With that knowledge, a project director can expand services that work well and adjust implementation of activities that are not working as expected. When finding that an innovative strategy benefits students, a project director might want to share that information with other service providers who could build upon that strategy. Some organizations that fund programs for students will want a report demonstrating the program’s success. Determining whether a program is effective requires expertise in data collection, study design, and analysis. Not all project directors have this expertise—they tend to be primarily focused on working with schools, teachers, and students to undertake program activities. Collecting and obtaining student-level data may not be a routine part of the program. This book provides an overview of the process for evaluating a program. It is not a detailed methodological text but focuses on awareness of the process. What do program directors need to know about data and data analysis to plan an evaluation or to communicate with an evaluator? Examples focus on supporting college and career readiness programs. Readers can apply these processes to other studies that include a data collection component.
| Author | : Davis Jenkins |
| Publisher | : |
| Total Pages | : 65 |
| Release | : 2008 |
| Genre | : |
| ISBN | : |
Although there is increasing interest in evidence-based decision making in postsecondary education, there have been few large-scale empirical studies on the subject, and none of the research to date has examined in depth what specific data college faculty and administrators use in their jobs and the extent to which they use data analysis to design and improve the impact of programs and services. This report offers findings from a study designed to fill that gap in the knowledge base. The study was based on a survey and on telephone interviews about the use of student data by faculty and administrators at community colleges participating in Achieving the Dream: Community Colleges Count, a major national initiative designed to improve educational outcomes for community college students, particularly students of color, low-income students, and others who have traditionally faced barriers to success in college. Findings suggest three broad conclusions: (1) Achieving the Dream may have had an impact on data use at the colleges: greater use of data on student outcomes by faculty and administrators who are involved in the initiative indicates that an externally originated initiative can bring about changes in practice; (2) Producing substantive changes in culture and practice is a long process; and (3) Apparent disconnect between the extent of data use by faculty and administrators and the views and management practices of the college leadership may indicate that leadership commitment and a data-oriented approach to institutional management may not be sufficient to encourage faculty and administrators to become more data-oriented in practice, and that greater emphasis at department level is needed to encourage use of data for improvement. The authors advocate that further analysis is needed to better understand the relationship between data use and budgeting and planning efforts. Four appendixes are included: (1) Methodology for Creating Indicators of Data Use and Correlative Factor Measures; (2) Response Rate by College; (3) Demographics of Respondents; and (4) Tables on Patterns of Data Use by College. (Contains 22 tables and 2 footnotes.) [Additional funding was provided by College Spark Washington.].
| Author | : Linda F. Bisson |
| Publisher | : |
| Total Pages | : 0 |
| Release | : 2022 |
| Genre | : Discrimination in education |
| ISBN | : 9788303085665 |
This open access book analyzes barriers to inclusion in academia and details ways to create a more diverse, inclusive environment. It first describes what the barriers to inclusion are and how they function within the broader society, focusing on concept of implicit bias: what it is, how it develops, and the importance of training organizational members to recognize and challenge it. It then discusses the limitations of data collection that is guided by the conventional assumption that being diverse automatically means being inclusive. Lastly, it highlights the importance of creating a collaborative, interdisciplinary and institution-wide vision of an inclusive community.
| Author | : Theodore Kowalski |
| Publisher | : Routledge |
| Total Pages | : 686 |
| Release | : 2010-04-15 |
| Genre | : Education |
| ISBN | : 1135890838 |
Education has fought long and hard to gain acceptance as a profession and, since professionals by definition use data to shape the decisions they make, education has little choice but to continue moving in this direction. This 3-part handbook represents a major contribution to the literature of education. It is a unique compendium of the most original work currently available on how, when and why evidence should be used to ground practice. It is a comprehensive, cross-disciplinary, research-based, and practice-based resource that all educators can turn to as a guide to data-based decision making. The Handbook of Data-Based Decision Making in Education is a must read for researchers who are just beginning to explore the scientifically based nature of educational practice. It is also appropriate for policy makers and practitioners who are confronted with young people who need to be in classrooms where "best practices" are the norm and not the exception.
