NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ822315
Record Type: Journal
Publication Date: 2009
Pages: 9
Abstractor: As Provided
Reference Count: 15
ISBN: N/A
ISSN: ISSN-0018-1498
When Remedial Means What It Says: How Teachers Use Data to Reform Instructional Interventions
Tedford, Jennifer
High School Journal, v92 n2 p28-36 Dec 2008-Jan 2009
As technology becomes increasingly integrated into K-12 education, the use of data is growing in volume and complexity, resulting in a paradox of information overload for educators. While administrators and teachers have access to more data than ever before, they are only just beginning to understand the impact of data on program improvement. In a case study of one high-performing California high school, teacher leaders analyzed multiple sources of data related to the school's program placement practices, specifically those related to a reading intervention program. Results indicate that low performing students can benefit from specific instruction tailored to their needs in courses that are not classified as "college preparatory." This study poses implications for administrators and instructional leaders who use data to inform their placement practices, ability grouping, and instructional interventions. (Contains 5 tables.)
University of North Carolina Press. 116 South Boundary Street, P.O. Box 2288, Chapel Hill, NC 27515-2288. Tel: 800-848-6224; Tel: 919-966-7449; Fax: 919-962-2704; e-mail: uncpress@unc.edu; Web site: http://uncpress.unc.edu/journals/j-hsj.html
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California