Paperback. This book is designed to build and enhance educators knowledge about decision-making processes, including the use of multiple sources of assessment and data to inform instruction, interventions, services, and supports for all students within a comprehensive system to conduct action research. This resource demystifies, describes, and connects the data-driven decision-making process (DDDM) of action research within a schoolwide multi-tiered system of supports (MTSS) framework, including descriptions, examples, and resources of phases and components of educational solution-finding within our classrooms and schools. Federal legislation such as the 2015 Every Student Succeeds Act requires educators to follow policies and procedures to make data-informed decisions to support and enhance the learning of all students through action research. Action research is directly focused on the ability to connect multiple sources of assessment data with equitable, effective, evidence-based approaches, strategies, interventions, and resources to address and maximize academic, behavioral, and social emotional benefits for students. In addition, acquiring the knowledge and skills of DDDM through the systematic use of action research enables educators to actively participate not only in instructional and intervention decisions but also in the programmatic decisions for the determination of additional services, including special education, within a comprehensive system of school initiatives. A comprehensive, data-driven decision-making process utilizes the knowledge, skills, and phases of action research in classrooms and schools by all educators, including special and general education teachers, school psychologists, and related service personnel, within one system of data use in instruction, interventions, and determination of needed services and supports Written for both general and special educators, this comprehensive yet accessible resource helps to demystify action research by outlining how DDDM, action research, and special education processes, including MTSS, work in tandem to improve outcomes for students with diverse learning needs. This item is printed on demand. Shipping may be from our UK warehouse or from our Australian or US warehouses, depending on stock availability.

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Detalles bibliogr�ficos

T�tulo: The Educator's Guide to Action Research (Paperback)
Editor: Bloomsbury Publishing Plc, Lanham, MD
Fecha de publicaci�n: 2024
Idioma: Ingl�s
ISBN 10: 1538177447
ISBN 13: 9781538177440
Encuadernaci�n: Paperback
Estado: new

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Sinopsis

This book is designed to build and enhance educators' knowledge about decision-making processes, including the use of multiple sources of assessment and data to inform instruction, interventions, services, and supports for all students within a comprehensive system to conduct action research. This resource demystifies, describes, and connects the data-driven decision-making process (DDDM) of action research within a schoolwide multi-tiered system of supports (MTSS) framework, including descriptions, examples, and resources of phases and components of educational solution-finding within our classrooms and schools.

Federal legislation such as the 2015 Every Student Succeeds Act requires educators to follow policies and procedures to make data-informed decisions to support and enhance the learning of all students through action research. Action research is directly focused on the ability to connect multiple sources of assessment data with equitable, effective, evidence-based approaches, strategies, interventions, and resources to address and maximize academic, behavioral, and social emotional benefits for students.

In addition, acquiring the knowledge and skills of DDDM through the systematic use of action research enables educators to actively participate not only in instructional and intervention decisions but also in the programmatic decisions for the determination of additional services, including special education, within a comprehensive system of school initiatives. A comprehensive, data-driven decision-making process utilizes the knowledge, skills, and phases of action research in classrooms and schools by all educators, including special and general education teachers, school psychologists, and related service personnel, within one system of data use in instruction, interventions, and determination of needed services and supports

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Mary E. Little is professor and program coordinator in Exceptional Student Education at the University of Central Florida. She also serves as project director of multiple research and personnel preparation grant projects focused on school and teacher leaders' use of data-driven decision-making within university and inclusive, urban school settings.

Dena D. Slanda, senior technical assistance consultant at the American Institutes for Research, leads large-scale projects delivering tools, training, and services to state agencies, districts, and schools. She co-leads technical assistance for Lead IDEA and manages special projects for the Center on Great Teachers and Leaders and the Comprehensive State Literacy Development National Literacy Center.

Elizabeth D. Cramer is Distinguished University Professor of Special Education and graduate program director of Teaching and Learning at Florida International University. Her research is focused on the education of high-need children in inclusive urban settings, and her work explores opportunity and achievement gaps and collaboration among diverse stakeholders.

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