Student Achievement Goal Setting

Using Data to Improve Teaching and Learning
1. Auflage 2009
ISBN: 978-1-59667-114-0
Verlag: Taylor & Francis Ltd

Buch, Englisch, 160 Seiten, Format (B × H): 274 mm x 213 mm, Gewicht: 408 g

The first book in the James H. Stronge Research-to-Practice series focuses on improving student achievement through academic goal setting. It offers the tools and plan of action to use performance data to improve instructional practice and increase student achievement.

Zielgruppe

Professional Practice & Development

Autoren/Hrsg.

Grant, Leslie

Stronge, James

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik

Inhaltsverzeichnis

Part 1 How Student Achievement Data Can Be Used to Improve Student Learning; Chapter 1 What Is Student Achievement Goal Setting?; Chapter 2 How to Design Student Achievement Goals; Chapter 3 Using Data in Student Achievement Goal Setting; Chapter 4 How to Implement Student Achievement Goal Setting; Part II Practice with Student Achievement Goals: Samples to Consider; Chapter 5 Sample Student Achievement Goals for Teachers; Chapter 6 Sample Student Achievement/Program Goals from Educational SpecialistsPart III Annotated Bibliography Related to Student Achievement Goal Setting;

Über Autor(innen)

James H. Stronge, PhD is the Heritage Professor in the Educational Policy, Planning, and Leadership Area at the College of William and Mary, Williamsburg, Virginia. His research interests include policy and practice related to teacher quality, and teacher and administrator evaluation. His work on teacher quality focuses on how to identify effective teachers and how to enhance teacher effectiveness. Dr. Stronge has presented his research at numerous national and international conferences such as the American Educational Research Association, the University Council for Educational Administration, the National Evaluation Institute, the Association for Supervision and Curriculum Development; and the European Council of International Schools. Additionally, he has worked extensively with local school districts on issues related to teacher quality, teacher selection, and teacher and administrator evaluation. Stronge has authored, coauthored, or edited 20 books and more than 90 articles, chapters, and technical reports. Dr. Stronge has been a teacher, counselor, and district-level administrator. His doctorate is in the area of Educational Administration and Planning from the University of Alabama. He may be contacted at: The College of William and Mary, School of Education, P.O. Box 8795, Williamsburg, VA 23187-8795, 757-221-2339, or [e-mail].,

Leslie W. Grant, PhD, is a Visiting Assistant Professor in the Curriculum and Instruction and Educational Leadership areas at the College of William and Mary in Williamsburg, Virginia. Dr. Grant is the coauthor of Teacher-Made Assessments: How to Connect Curriculum, Instruction, and Student Learning, and she is the contributing author to Qualities of Effective Teachers (2nd ed.) written by James Stronge. She has worked with school districts in the areas of teacher evaluation, student achievement goal setting, and student assessment. Dr. Grant has presented her work at national conferences such as the Association for Supe