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Data and Teaching: Moving Beyond Magical Thinking to Effective Practice (Paperback)
  • Data and Teaching: Moving Beyond Magical Thinking to Effective Practice (Paperback)
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Data and Teaching: Moving Beyond Magical Thinking to Effective Practice (Paperback)

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£31.95
Paperback 168 Pages / Published: 30/06/2018
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This timely book explores what data use in teaching really is, how it works in theory and practice, and why it sometimes fails to achieve expected goals. Each chapter includes a discussion of a new direction that schools and teachers can take to ensure that data use in teaching actually spurs growth in learning.

Publisher: Teachers' College Press
ISBN: 9780807759073
Number of pages: 168
Dimensions: 229 x 152 mm


MEDIA REVIEWS

" Data and Teaching: Moving Beyond Magical Thinking to Effective Practice is a guide created especially for professionals and policymakers in the field of education working to improve underachieving schools...highly recommended, especially for public and college library education shelves."

-- Midwest Book Review


"McDonald, Isacoff, and Karin offer a rich and authentic look into how student performance data are currently understood and how they are being used by teachers and school leaders in schools serving many students living in poverty. Additionally, they offer some general guidance for those school leaders aiming to engage in more effective related practices. In doing so, they communicate well the notion that effective data use in teaching is a highly worthwhile, but also a highly complex and resource-intensive, endeavor. We anticipate that Data and Teaching: Moving Beyond Magical Thinking to Effective Practice will be an engaging and thought-provoking read for school leaders looking to more effectively integrate data into their teaching practices."

Teachers College Record


an accessible, illuminating read that will prove valuable to school leaders, entrepreneurs, teachers, and researchers. The school portraits featured are captivating and complex, and the "New Direction" sections sandwiching each of these portraits offer pithy, actionable avenues for administrators and practitioners looking to shift the way they do things in schools

--Harvard Educational Review

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