ERIC Number: ED333063
Record Type: RIE
Publication Date: 1991-Mar
Reference Count: N/A
More Responsive High Schools, Student Information, and Problem Solving. Report No. 12.
Riehl, Carolyn; And Others
High schools serving disadvantaged students typically lack the requisite information on students and their performance to identify and meet their needs. Most studies on the use of information by district-level administrators, principals, teachers, and other school staff are descriptive and focus on the thought processes of individuals or groups as they perform routine educational tasks, solve problems, and make decisions. Almost no studies have examined the relationship between information use and student outcomes. Educators appear to cope with imperfect data and time constraints by developing short-cuts to obtaining and interpreting information, or by making decisions based on outdated information. Innovative approaches to improving the gathering and use of information have emphasized the use of student assessment information to modify instructional techniques, the systematic examination of program characteristics and outcomes to solve problems, and the implementation of integrated computerized databases to organize information and make it accessible for analysis. The following guidelines for developing effective school information systems are offered: (1) the system must be closely linked to the various alternative courses of action that educators might pursue in their work; (2) the system must be based on the work roles of the school personnel who will use it; and (3) the resistance to accompanying changes in work roles must be overcome by integrating the new system into a broader goal, such as school restructuring. A list of 79 references is appended. (FMW)
Publication Type: Information Analyses
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Center for Research on Effective Schooling for Disadvantaged Students, Baltimore, MD.