Using Data to Improve Teacher Education
Moving Evidence Into Action
Will be published approx. on 5. February 2021
Book
Paperback/Softback
272 pages
978-0-8077-6470-1 (ISBN)
Description
This book offers concrete examples of how data can be used by faculty, staff, and program leaders to improve their collective work as teacher educators. Strong external accountability mandates often lead to tensions that undermine local morale and motivation. This volume focuses on the practical work of navigating these tensions so that valuable programmatic change can happen. It describes policies and practices drawn from a study of "high data use" teacher education programs from around the country that have strategically engaged the challenges of learning to use data for program improvement. Readers will see how the data-use work carried out in these programs strengthened local program identity and coherence. Representing a collaborative effort between researchers and practitioners, this volume presents lessons learned to assist teacher educators who are engaged daily with the challenges of making data useful and used in their programs. Book Features:
Examples of how tensions between external mandates for accountability and program improvement can be navigated in ways that are grounded in local program values.
Detailed case study portraits of individual programs that offer a full and action-oriented sense of data use work.
Strategies for ensuring that data systems are responsive to multiple stakeholders, such as faculty, administrators, students, and policymakers.
A diversity of perspectives and experiences from small liberal arts colleges, large teacher preparation institutions, and research-intensive universities.
Examples of how tensions between external mandates for accountability and program improvement can be navigated in ways that are grounded in local program values.
Detailed case study portraits of individual programs that offer a full and action-oriented sense of data use work.
Strategies for ensuring that data systems are responsive to multiple stakeholders, such as faculty, administrators, students, and policymakers.
A diversity of perspectives and experiences from small liberal arts colleges, large teacher preparation institutions, and research-intensive universities.
More details
Language
English
Place of publication
New York
United States
Target group
Professional and scholarly
Dimensions
Height: 156 mm
Width: 228 mm
Thickness: 18 mm
Weight
378 gr
ISBN-13
978-0-8077-6470-1 (9780807764701)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Persons
Charles A. Peck is a professor, and former associate dean and director of teacher education at the University of Washington School of Education. Kristen Cuthrell is a professor and director of the Rural Education Institute at the East Carolina University College of Education. Desiree H. Pointer Mace is an associate professor and associate dean for graduate programs in the School of Education at Alverno College, and the author of Teacher Practice Online. Tine Sloan is a teaching professor in the Department of Education and director of the California Teacher Education Research and Improvement Network at the University of California, Santa Barbara. Diana Lys is assistant dean for educator preparation and accreditation and clinical assistant professor at the University of North Carolina, Chapel Hill.
Content
Contents (Tentative)
Foreword? G. Williamson McDiarmid
Acknowledgments
part I: Conceptual and Empirical Foundations
1.?Introduction and Overview of the Book
Charles A. Peck
2.?Building Organizational Capacity and Commitment to Data Use in Teacher Education
Susannah C. Davis and Charles A. Peck
Part II: Case Studies of High Data Use Programs
3.?Reconceptualizing Teacher Education and Reculturing Schools of Education: Changing Teaching Institutions Into Learning Organizations
Linda A. Patriarca, Kristen Cuthrell, and Diana Lys
4.?Living in a Culture of Evidence and Outcomes: Engaging with Data at Alverno College
Desiree H. Pointer Mace and Patricia Luebke
5.?Program Portrait: University of California, Santa Barbara
Tine Sloan and Jennifer Scalzo
Part III: Promising Practices
6.?Motivating Faculty Engagement With Data
Susannah C. Davis and Kristen Cuthrell
7.?Building (Useful) Data Systems
Diana Lys and Desiree H. Pointer Mace
8.?Making Time and Space for Data Use
Tine Sloan, Kristen Cuthrell, and Desiree H. Pointer Mace
9.?Leadership Strategy and Practice
Tine Sloan, Diana Lys, and Ann Bullock
10.?What We Learned About Getting Started With Data Use Through Self-Study
Aaron Zimmerman, Tabitha Otieno, Jahnette Wilson, Chase Young, Jessica Gottlieb, Benjamin Ngwudike, and Marcelo Schmidt
Part IV: New Directions
11.?Improving Programs Through Collaborative Research and Writing
Joy Stapleton, Diana Lys, Christina Tschida, Elizabeth Fogarty, Ann Bullock, and Kristen Cuthrell
12.?Building Capacity and Commitment of Future Faculty to Program Improvement Research
Jenny Gawronski and Starlie Chinen
13.?Looking Back, Leaning Forward: A Conversation About Current and Future Challenges for Making Data a More Useful Tool for the Improvement of Teacher Preparation Programs
Kristen Cuthrell, Diana Lys, Charles A. Peck, Desiree H. Pointer Mace, Tine Sloan, with G. Williamson McDiarmid
About the Contributors
Index
Foreword? G. Williamson McDiarmid
Acknowledgments
part I: Conceptual and Empirical Foundations
1.?Introduction and Overview of the Book
Charles A. Peck
2.?Building Organizational Capacity and Commitment to Data Use in Teacher Education
Susannah C. Davis and Charles A. Peck
Part II: Case Studies of High Data Use Programs
3.?Reconceptualizing Teacher Education and Reculturing Schools of Education: Changing Teaching Institutions Into Learning Organizations
Linda A. Patriarca, Kristen Cuthrell, and Diana Lys
4.?Living in a Culture of Evidence and Outcomes: Engaging with Data at Alverno College
Desiree H. Pointer Mace and Patricia Luebke
5.?Program Portrait: University of California, Santa Barbara
Tine Sloan and Jennifer Scalzo
Part III: Promising Practices
6.?Motivating Faculty Engagement With Data
Susannah C. Davis and Kristen Cuthrell
7.?Building (Useful) Data Systems
Diana Lys and Desiree H. Pointer Mace
8.?Making Time and Space for Data Use
Tine Sloan, Kristen Cuthrell, and Desiree H. Pointer Mace
9.?Leadership Strategy and Practice
Tine Sloan, Diana Lys, and Ann Bullock
10.?What We Learned About Getting Started With Data Use Through Self-Study
Aaron Zimmerman, Tabitha Otieno, Jahnette Wilson, Chase Young, Jessica Gottlieb, Benjamin Ngwudike, and Marcelo Schmidt
Part IV: New Directions
11.?Improving Programs Through Collaborative Research and Writing
Joy Stapleton, Diana Lys, Christina Tschida, Elizabeth Fogarty, Ann Bullock, and Kristen Cuthrell
12.?Building Capacity and Commitment of Future Faculty to Program Improvement Research
Jenny Gawronski and Starlie Chinen
13.?Looking Back, Leaning Forward: A Conversation About Current and Future Challenges for Making Data a More Useful Tool for the Improvement of Teacher Preparation Programs
Kristen Cuthrell, Diana Lys, Charles A. Peck, Desiree H. Pointer Mace, Tine Sloan, with G. Williamson McDiarmid
About the Contributors
Index