ERIC Number: EJ1036246
Record Type: Journal
Publication Date: 2013-Nov
Abstractor: As Provided
Improving Instructional Practices, Policies, and Student Outcomes for Early Childhood Language and Literacy through Data-Driven Decision Making
Gullo, Dominic F.
Early Childhood Education Journal, v41 n6 p413-421 Nov 2013
Since the passage of No Child Left Behind, data-driven decision making has become one of the central foci in schools in their attempt to attain and maintain adequate levels of student academic performance. The importance of early childhood education is well established with language and literacy proficiency in the early years being viewed as a leading indicator in children's educational development. It provides schools with the initial signs of progress towards academic achievement. In this article, a conceptual framework for improving instructional practice and student outcomes in early childhood language and literacy through data-driven decision making was described. Four questions served as the structure around which the conceptual framework was built. These questions include (1) Why do data need to be collected? (2) What kinds of data need to be collected? (3) How are the data collected? (4) How are the data used for making decisions? Responses to these questions serve as tenets for guiding the decision making process.
Descriptors: Instructional Improvement, Educational Practices, Educational Policy, Early Childhood Education, Literacy, Decision Making, Data, Academic Achievement, Language Acquisition, Language Proficiency, Data Collection, Instructional Innovation, Emergent Literacy, Educational Change, Teaching Methods
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Early Childhood Education
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001