Using data wisely at the system level

2017 ◽  
Vol 99 (1) ◽  
pp. 25-30
Author(s):  
Meghan Lockwood ◽  
Mary Dillman ◽  
Kathryn Parker Boudett
Keyword(s):  
Public Schools ◽  
Central Office ◽  
System Level ◽  
Central Office Administrators ◽  
Boston Public Schools ◽  
District Administrators ◽  
Using Data ◽  
Data Wise ◽  
Data Inquiry

District administrators who want to build capacity for data use in schools may be well-served by starting in the central office. This case study of the Boston Public Schools shows how central office administrators can leverage their own data inquiry cycles to improve the ways they support schools in using data. Using the Data Wise Improvement Process, this central office team revamped its model for supporting teachers as they identify, practice, and integrate new instructional strategies to better meet the student needs they uncovered in their data. Here’s what it looks like when inquiry facilitators “walk the walk” of continuous improvement.

Freeing Resources for Improving Schools: A Case Study of Teacher Allocation in Boston Public Schools

1995 ◽  
Vol 17 (4) ◽  
pp. 476-493 ◽  
Author(s):  
Karen Hawley Miles
Keyword(s):  
Public Schools ◽  
Education Reform ◽  
School Systems ◽  
Student Needs ◽  
Teaching Resources ◽  
Boston Public Schools ◽  
The Individual ◽  
Significant Opportunity ◽  
School Spending

Increasingly, discussions of education reform end up in debate over how much money will be required to fund it. Although educators often argue for more funds and critics counter that school spending is already at an all-time high, neither group has looked systematically at the use of existing resources. This analysis addresses how school systems might reconsider their use of teachers, their most important and expensive resource, to support reform. A case study of Boston Public Schools shows how the specialization and fragmentation of teaching resources reduced the individual attention most students received and limited a school's flexibility to respond to student needs. The analysis develops three measures that might be used as indicators of the size of opportunity for freeing teaching resources. It identifies four practices that together account for over 40% of Boston's teaching resources and could provide significant opportunity to redirect resources to support reform.

A case study of global ULF pulsations using data from space-borne and ground-based magnetometers and a SuperDARN radar

2011 ◽  
Vol 17 (6) ◽  
pp. 54-67
Author(s):  
A.S. Potapov ◽  
◽  
E. Amata ◽  
T.N. Polyushkina ◽  
I. Coco ◽  
...  
Keyword(s):  
Using Data

Evaluating The Effectiveness Of Problem-Based Learning (Pbl) Implemented In The Textile Engineering Course - A Case Study On Ahsanullah University Of Science And Technology, Bangladesh

2014 ◽  
Vol 1 (1) ◽  
pp. 111-114
Author(s):  
Lal Mohan Baral ◽  
Ramzan Muhammad ◽  
Claudiu Vasile Kifor ◽  
Ioan Bondrea
Keyword(s):  
Engineering Students ◽  
Science And Technology ◽  
Problem Based Learning ◽  
Professional Life ◽  
System Level ◽  
Teaching Tool ◽  
Technical Problems ◽  
Empirical Survey ◽  
Undergraduate Programs

AbstractProblem-based learning as a teaching tool is now used globally in many areas of higher education. It provides an opportunity for students to explore technical problems from a system-level perspective and to be self-directed life-long learner which is mandatory for equipping engineering students with the skill and knowledge. This paper presents a case study illustrating the effectiveness of implemented Problem-based learning (PBL) during five semesters in the undergraduate programs of Textile Engineering in Ahsanullah University of Science and Technology (AUST). An assessment has been done on the basis of feedback from the students as well as their employers by conducting an empirical survey for the evaluation of PBL impact to enhance the student's competencies. The Evaluations indicate that students have achieved remarkable competencies through PBL practices which helped them to be competent in their professional life.

A Methodology for Characterizing System-Level ESD Sensitivity

2004 ◽  
Author(s):  
Marie-Pascale Chagny ◽  
John A. Naoum
Keyword(s):  
Electrostatic Discharge ◽  
Computer Systems ◽  
Electronic Equipment ◽  
Experimental Methodology ◽  
Computer Users ◽  
System Level ◽  
Permanent Damage ◽  
Design Improvement ◽  
Desktop Computers

Abstract Over the years, failures induced by an electrostatic discharge (ESD) have become a major concern for semiconductor manufacturers and electronic equipment makers. The ESD events that cause destructive failures have been studied extensively [1, 2]. However, not all ESD events cause permanent damage. Some events lead to recoverable failures that disrupt system functionality only temporarily (e.g. reboot, lockup, and loss of data). These recoverable failures are not as well understood as the ones causing permanent damage and tend to be ignored in the ESD literature [3, 4]. This paper analyzes and characterizes how these recoverable failures affect computer systems. An experimental methodology is developed to characterize the sensitivity of motherboards to ESD by simulating the systemlevel ESD events induced by computer users. The manuscript presents a case study where this methodology was used to evaluate the robustness of desktop computers to ESD. The method helped isolate several weak nets contributing to the failures and identified a design improvement. The result was that the robustness of the systems improved by a factor of 2.

The Interactional Foundations of Economic Forecasting

2018 ◽  
Author(s):  
Werner Reichmann
Keyword(s):  
Economic Forecasting ◽  
Political Actors ◽  
Social Legitimacy ◽  
Using Data ◽  
Economic Future ◽  
Economic Forecasts ◽  
Epistemic Process

How do economic forecasters produce legitimate and credible predictions of the economic future, despite most of the economy being transmutable and indeterminate? Using data from a case study of economic forecasting institutes in Germany, this chapter argues that the production of credible economic futures depends on an epistemic process embedded in various forms of interaction. This interactional foundation—through ‘foretalk’ and ‘epistemic participation’ in networks of internal and external interlocutors—sharpens economic forecasts in three ways. First, it brings to light new imaginaries of the economic future, allowing forecasters to spot emerging developments they would otherwise have missed. Second, it ensures the forecasts’ social legitimacy. And finally, it increases the forecasts’ epistemic quality by providing decentralized information about the intentions and assumptions of key economic and political actors.

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