Analysis and Discussion of Classroom and Achievement Data to Raise Student Achievement
Analysis and Discussion of Classroom and Achievement Data to Raise Student Achievement
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分析和讨论课堂和成绩数据以提高学生成绩
DOI：
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发表时间：
2013
期刊：
影响因子：
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通讯作者：
S. McNaughton
中科院分区：
文献类型：
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作者：
M. Lai;S. McNaughton
在新西兰，有证据表明，小组分析数据可以提高学生的成绩。在这个国家，在专业学习社区的数据讨论是研究和开发干预措施的一个重要组成部分，在三个集群的学校（n = 48所学校）。这些干预措施显着提高了学生的成绩超过3年，这些成绩的收益是持续干预后。在本章中，作者集中在这些数据讨论的一个中心特征，理解课堂教学与学生成绩模式的关系。学校和外部专家之间相互依赖的重要性，更多的教学内容知识，将课堂教学与成绩联系起来，以及创造和使用学校手工艺品（例如，数据分析报告）以促进有效使用数据。
In New Zealand, there is evidence that analysing data in teams can lead to improvements in student achievement. In this country, data discussions in professional learning communities were an important component of research and development interventions in three clusters of schools (n = 48 schools). These interventions significantly improved student achievement over 3 years, and these achievement gains were sustained after the interventions. In this chapter, the authors focus on a central feature of these data discussions, understanding classroom instruction in relation to student achievement patterns. The importance of inter-dependence between schools and external experts, greater pedagogical content knowledge to link classroom instruction to achievement results and the creation and use of school artefacts (e.g., data analysis reports) to facilitate effective data use are also discussed.