“We Have All the Data in One Place”: Examining Principals’ Use of a Data Warehouse During an Academic School Year

2021 ◽  
Vol 105 (2) ◽  
pp. 84-110
Author(s):  
Timothy A. Drake
Keyword(s):  
Student Achievement ◽  
Data Warehouse ◽  
Organizational Characteristics ◽  
School Calendar ◽  
Student Demographics ◽  
Student Data ◽  
School Year ◽  
Academic School ◽  
Teacher Data

In this article, I describe how principals accessed teacher and student data on a centralized data warehouse (DWH) during an academic school year. I found that principals did not use the DWH very often during the year. When logged on, principals most often looked at reports on student achievement, teachers’ performance, or student demographics. Principals’ use also seemed to be influenced by the school calendar and the release of student and teacher data, along with personal and organizational characteristics.

scholarly journals Enablers and Barriers to Successful Implementation of Cooperative Learning through Professional Development

2021 ◽  
Vol 11 (7) ◽  
pp. 312
Author(s):  
Mohamed Alansari ◽  
Christine Margaret Rubie-Davies
Keyword(s):  
Cooperative Learning ◽  
Professional Learning ◽  
Private School ◽  
Age Groups ◽  
Successful Implementation ◽  
Student Data ◽  
School Year ◽  
Differential Outcomes ◽  
One Year ◽  
Teacher Data

Literature shows cooperative learning has positive benefits for students’ learning and social outcomes. Even though cooperative learning studies have been conducted in all areas of the curriculum, few studies have investigated whether there are similar effects for students across several curriculum areas or age groups. Moreover, less attention has been given to how professional learning and development (PLD) opportunities can contribute to changes in instructional practice. We illustrate how research on cooperative learning can be translated into practice, through a one-year University-School partnership. The current study is focused on our PLD work in one large private school based in New Zealand. Analysis of school data (quantitative student data and qualitative teacher data) indicated that, by the end of the school year, students reported experiencing more cooperative learning opportunities in their classes. Teachers believed that the PLD supported change in their practice and noted positive changes in student engagement. Analysis of student data also revealed differential outcomes by subject and age group. Overall, our study showed that PLD opportunities can contribute to the successful implementation of cooperative learning.

scholarly journals ADMINISTRASI PESERTA DIDIK

2019 ◽  
Author(s):  
Liza Luthfiah ◽  
Hade Afriansyah
Keyword(s):  
Student Achievement ◽  
Learning Process ◽  
Teaching And Learning ◽  
School Discipline ◽  
Educational Institutions ◽  
Educational Goals ◽  
Student Attendance ◽  
Entire Process ◽  
School Year

The purpose of writing this article is to find out how the administration process of students in order to achieve the objectives of education, the technique used is the study of literature that is collecting some material from journals, books, and others.Administration of students (students) is the entire process of activities planned and planned deliberately and continuous guidance for all students in the relevant educational institutions in order to be able to follow the teaching and learning process (PBM) effectively and efficiently, to achieve educational goals has been established.The purpose of the administration of students in education is generally to regulate all activities related to students so that the teaching and learning process runs effectively and efficiently so that the educational goals can be maximally achieved.In administrative students there is a process or activity carried out by the administrator, namely 1) the activities of the beginning of the school year which include planning, 2) during the school year, 3) the end of the school year.Instruments in student administration are master books, book clusters, student condition lists, student attendance books, school discipline records, student achievement notebooks, and mutation books.

scholarly journals Peningkatan Hasil Belajar Tarikh Islam Melalui Strategi Pembelajaran Everyone is a Teacher Here pada Siswi Kelas 2 KMI Pondok Modern Darussalam Gontor Putri

2020 ◽  
Vol 17 (2) ◽  
pp. 171-186
Author(s):  
Ihwan Mahmudi ◽  
Martha Laily Shofro
Keyword(s):  
Student Achievement ◽  
Action Research ◽  
Student Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Action Observation ◽  
Female Students ◽  
School Year ◽  
The Subject ◽  
Planning Action

Abstrak Penelitian ini bertujuan untuk mengetahui peningkatan hasil belajar Tarikh Islam Siswa KMI Pondok Modern Darussalam Gontor Putri 1 menggunakan strategi pembelajaran every one is teacher here. Subjek penelitian adalah siswi KMI Gontor Putri kelas 2 H. Penelitian menggunakan jenis penelitian tindakan kelas (PTK) dengan model Kemmis dan McTaggart. Penelitian dilakukan dalam dua siklus, dan setiap siklus terdiri dari empat tahapan yaitu: perencanaan, tindakan, observasi dan refleksi. Hasil penelitian menunjukkan bahwa strategi pembelajaran Everyone Is A Teacher Here efektif meningkatkan hasil belajar Tarikh Islam siswa Kulliyyatu-l-Muallimat Al-Islamiyyah Pondok Modern Darussalam Gontor Putri Kampus 1 tahun ajaran 1440-1441 H. Ketuntasan belajar siswi pada siklus pertama sebesar 46,2%, meningkat pada siklus kedua menjadi 96,2%.     Abstract This study aims to determine the increase in student achievement of Tarikh Islam, students of KMI Pondok Modern Darussalam Gontor Putri 1 using learning strategies every one is teacher here. The subject of the study was KMI Gontor for female students of Class 2 H. The study used a type of classroom action research (CAR) with the Kemmis and McTaggart models. The study was conducted in two cycles, and each cycle consisted of four stages: planning, action, observation and reflection. The results showed that Everyone Is A Teacher Here learning strategy was effective in improving the student achievement of students Kulliyyatu-l-Muallimat Al-Islamiyyah Pondok Modern Darussalam Gontor Putri Campus 1 school year 1440-1441 H. Completion of student learning in the first cycle by 46.2 %, increased in the second cycle to 96.2%.

Perspectives of Adolescents With Disabilities on Summer Employment and Community Experiences

2010 ◽  
Vol 45 (3) ◽  
pp. 157-170 ◽  
Author(s):  
Audrey A. Trainor ◽  
Erik W. Carter ◽  
Beth Swedeen ◽  
Laura Owens ◽  
Odessa Cole ◽  
...  
Keyword(s):  
Community Involvement ◽  
Focus Group Interviews ◽  
High Expectations ◽  
School Year ◽  
Opportune Time ◽  
Low Expectations ◽  
Academic School ◽  
Group Interviews ◽  
Summer Experiences

Although summer represents an opportune time for adolescents to garner employment and community experiences that may further long-term transition goals, little is known about the expectations and needs of adolescents with disabilities during this break in the academic school year. In this article, the authors explore adolescents’ perceptions about summer employment and community involvement, adult guidance, and factors that facilitate or hinder access to these experiences. They conducted focus group interviews of 16 adolescents with cognitive, emotional/behavioral, and learning disabilities from two distinct communities. Although participants held high expectations for maintaining summer jobs, they pursued work and community experiences independently and with varied success. Despite articulating low expectations for adult guidance, participants expressed a desire and/or need for mentorship or other more indirect support. By drawing on the perspectives of the adolescents themselves, the authors address (a) the value of summer as a vehicle for transition education and (b) the implications for helping teenagers secure fulfilling summer experiences.

scholarly journals Principalship Socialization in Charter Schools

2019 ◽  
Vol 29 (1) ◽  
pp. 3-24
Author(s):  
Marytza A. Gawlik
Keyword(s):  
Student Achievement ◽  
Elementary Schools ◽  
Public Schools ◽  
Charter Schools ◽  
Future Research ◽  
Analytic Framework ◽  
Stepping Stone ◽  
School Year ◽  
Traditional Public Schools ◽  
Building Level

This study explores the ways in which charter schools manage principalship socialization of individuals as they move into principalship roles. The topic is important in the context of increasing concerns about the need for quality educational principalship and the pressure charter schools face to demonstrate higher levels of student achievement than traditional public schools. Data were collected from three charter elementary schools in Florida during the 2012–2013 school year. The results reveal variation among the schools with respect to preparation for principalship transitions and subsequent socialization. This study provides a conceptual/analytic framework that can serve as a foundation for future research, which should (1) highlight the practices associated with using socialization as a stepping stone to building-level principalship and (2) compare network-based and stand-alone charter schools with respect to principalship development.

Exploring Disproportionate Discipline for Latinx Students With and Without Disabilities: A National Analysis

2020 ◽  
pp. 019874292096135
Author(s):  
Nicholas A. Gage ◽  
Antonis Katsiyannis ◽  
Kelly M. Carrero ◽  
Rhonda Miller ◽  
Danielle Pico
Keyword(s):  
United States ◽  
Public Schools ◽  
Civil Rights ◽  
The United States ◽  
Data Set ◽  
Mixed Effect ◽  
School Year ◽  
Mixed Effect Models ◽  
Academic School ◽  
National Analysis

The Latinx population is the largest group of racially and ethnically diverse students in the United States. Although disproportionality in school discipline has been documented for Latinx students, findings related to such disparities have been inconsistent. We examined disciplinary exclusion practices involving students with and without disabilities who are Latinx across the United States using risk ratios (RR) and weighted mixed-effect models. We leveraged data from the Civil Rights Data Collection (CRDC) data set for the 2015 to 2016 academic school year, which included data from more than 94,000 schools. The CRDC is collected by the U.S. Department of Education’s Office of Civil Rights every 2 years. All U.S. public schools are required to submit data to the CRDC. Results suggest that Latinx students with and without disabilities were statistically significantly more likely to receive exclusionary discipline than White students, but less likely than Black students. Implications for research and practice are provided.

scholarly journals Harvesting Information from a Library Data Warehouse

2017 ◽  
Vol 19 (1) ◽  
pp. 17-28 ◽  
Author(s):  
Siew-Phek T. Su ◽  
Ashwin Needamangala
Keyword(s):  
Decision Support ◽  
Knowledge Discovery ◽  
Data Warehouse ◽  
Data Warehousing ◽  
End Users ◽  
Cutting Edge ◽  
Data Warehouses ◽  
Student Data ◽  
Integrated Platform ◽  
Academic Sector

Data warehousing technology has been defined by John Ladley as "a set of methods, techniques, and tools that are leveraged together and used to produce a vehicle that delivers data to end users on an integrated platform." (1) This concept h s been applied increasingly by industries worldwide to develop data warehouses for decision support and knowledge discovery. In the academic sector, several universities have developed data warehouses containing the universities' financial, payroll, personnel, budget, and student data. (2) These data warehouses across all industries and academia have met with varying degrees of success. Data warehousing technology and its related issues have been widely discussed and published. (3) Little has been done, however, on the application of this cutting edge technology in the library environment using library data.

Traveling with Science

2020 ◽  
Author(s):  
Sarah Cureton ◽  
Mel E. Nichols ◽  
Cassandra Weathersbee
Keyword(s):  
High School ◽  
Science Curriculum ◽  
Earth Science ◽  
Student Body ◽  
School Year ◽  
The Earth ◽  
School Day ◽  
Treatment Facilities ◽  
Academic School ◽  
Science Educators

<p>Incorporating travel into academic curriculum provides a significantly greater depth of understanding and interest in content material. Academically, the students are engaged, experiencing enrichment at a hands-on level and participating in open discussion with experts in the designated field. Travel within academic curricula is a proven method to help students bridge the gap between textbook and retention. Additionally, content based travel is one method of reaching the reluctant learner. </p><p>A group of Earth Science educators (Cureton, M. Nichols, Weathersbee) at Patriot High School have collaboratively developed a travel-based, cumulative portfolio project for Earth Science students. The students are provided with multiple travel opportunities throughout the academic year to cater to specific curricula interests. Examples of trips include local museums, hikes, planetariums, caverns, and water treatment facilities. Students are required to select two of up-to ten travel opportunities (but can attend as many as they desire) and are provided content-based experiences that align specifically with the Earth Science curriculum. The required field-trips are provided outside of normal school hours to avoid absences from other classes during the school day. Multiple trip opportunities are provided to the students for less scheduling conflicts. </p><p>While traveling, students are provided with guided, thought-provoking questions in the form of an activity. These activities are used to stimulate the thought process and guide the student-learner toward desired information while on travel. The activity and a written reflection are required as the final portfolio submission. The students are able to reflect and relate the specific travel opportunity to a branch of Earth Science, discuss advancements made in the field of study and connect the trip to one of Patriot High Schools seven leadership pillars. The Earth Science Portfolio is a capstone project that is cumulative throughout the academic school year. The students are given in-class opportunities to conduct scientific research and are guided on proper scientific writing techniques while completing the assignment.  </p><p>These on-going travel opportunities have provided not only a method for students to experience science first-hand but also motivated students toward specific career paths and interests. This Earth Science Portfolio has been modeled at the county level and has generated excitement throughout the student-body at Patriot High School.</p>

The Role of Divisional Affiliation in Athletic Department Web Site Coverage

2011 ◽  
Vol 4 (1) ◽  
pp. 70-81 ◽  
Author(s):  
Coyte G. Cooper ◽  
David Pierce
Keyword(s):  
Web Sites ◽  
Web Site ◽  
National Collegiate Athletic Association ◽  
Web Pages ◽  
Division Iii ◽  
Broad Perspective ◽  
Men's Basketball ◽  
School Year ◽  
Sport Teams ◽  
Academic School

With the growing popularity of the Internet as a communication medium, National Collegiate Athletic Association (NCAA) athletic departments have turned to their Web sites to build interest in their product among consumers. As sites continue to develop traffic, it is important to examine the coverage being provided on the home Web pages to determine whether equitable coverage is being allocated to men’s and women’s nonrevenue sport teams. The current research featured a content analysis of NCAA divisional Web-site coverage during an academic school year. From a broad perspective, the results indicated that only Division III provided equitable gender and individual team coverage allocations on its home Web pages. In contrast, the data also supported the notion that Division I athletic programs (Football Bowl Subdivision [FBS] and Football Championship Subdivision [FCS]) provided significantly more coverage to men’s baseball, men’s basketball, and men’s football than nonrevenue-sport teams. The FBS and FCS coverage inequalities are discussed in depth in the article.

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