ERIC Number: EJ1145047
Record Type: Journal
Publication Date: 2017-Jun
Abstractor: As Provided
Reference Count: 25
Longitudinal Analysis Technique to Assist School Leaders in Making Critical Curriculum and Instruction Decisions for School Improvement
Bigham, Gary D.; Riney, Mark R.
NASSP Bulletin, v101 n2 p77-89 Jun 2017
To meet the constantly changing needs of schools and diverse learners, educators must frequently monitor student learning, revise curricula, and improve instruction. Consequently, it is critical that careful analyses of student performance data are ongoing components of curriculum decision-making processes. The primary purpose of this study is to demonstrate the application of panel study longitudinal analysis techniques to inform curricula and instructional improvement efforts using actual data retrieved from state accountability reports of a Texas school district.
Descriptors: Longitudinal Studies, Educational Improvement, Decision Making, Curriculum Development, Instructional Improvement, School Administration, Change Strategies, Student Records, Evidence Based Practice, Information Utilization, Content Analysis, Accountability, School Statistics, Summative Evaluation, Data, Standardized Tests, Reading Achievement, Statistical Significance, Progress Monitoring, Performance Based Assessment, Evaluation Methods, Grade 3, Grade 4, Grade 5, Grade 6, Grade 7, Grade 8, Grade 9
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 3; Primary Education; Elementary Education; Early Childhood Education; Grade 4; Intermediate Grades; Grade 5; Middle Schools; Grade 6; Grade 7; Junior High Schools; Secondary Education; Grade 8; Grade 9; High Schools
Authoring Institution: N/A
Identifiers - Location: Texas