Author(s): Anthony Shaddock
About the book Using Data to Improve Learning: A practical guide for busy teachers explains how teachers can incorporate 'no-frills' engagement with data, collected by themselves and others, into day-to-day teaching so that the process is useful, empowering and enjoyable. It presents strategies that are practical enough to attract teachers' interest, feasible enough to implement in ongoing and sustainable ways, and rigorous enough to make immediate and positive differences to teaching and learning. Appropriate for all those who are new to engaging with data, those who may have little access to support from mentors or critical friends, and those who want to extend the way they use data in their school or classroom, Using Data to Improve Learning provides a practical guide to the principles of action research and school-based inquiry. In recognition of the challenges faced by busy teachers - the constant swathe of initiatives and reforms and the complexity of schools and school systems - the value of collaboration is emphasised. With teachers working together to collect, analyse, discuss and act upon data, both quantitative and qualitative, the objectives of meeting professional standards and improving learning outcomes of students, are shown to be not only achievable but essential to effective teaching today. Key points * Demonstrates the use of 'best practice pedagogy' and 'data and evidence' to improve teaching and learning outcomes * Makes school and classroom research defensible and rigorous in its approach to data collection and analysis * Links directly to professional standards for Australian teachers and principals * Provides practical, hands-on, feasible and useful strategies that can easily be incorporated into day-to-day teaching. Table of contents Chapter 1 Improving the educational outcomes of Australian students Chapter 2 Teachers, teaching and data Chapter 3 A framework for planning and engaging with data Chapter 4 Working with others Chapter 5 Choosing what to do Chapter 6 Asking questions Chapter 7 Collecting quantitative or numerical data Chapter 8 Collecting qualitative or descriptive data Chapter 9 Analysing quantitative or numerical data Chapter 10 Analysing qualitative or descriptive data Chapter 11 From planning to action: Putting it all together About the author Anthony Shaddock is Emeritus Professor in the Faculty of Education, University of Canberra. As a teacher, psychologist, researcher and program administrator, Tony has extensive experience in assisting teachers at all levels to engage with data and take the lead in improving the quality of their services. A sought-after presenter, Tony regularly runs teacher workshops and professional development programs, and is actively involved in a range of data-informed initiatives in Australian schools.