Utilizing Collaborative Analysis of Student Learning in Educator Preparation Programs for Continuous Improvement
Bibliographic Data
| ID | 16914355 |
|---|---|
| Authors | Susan Colby (Appalachian State University, corresponding author), Monica Lambert, Monica A Lambert (Appalachian State University), Jennifer McGee (0000-0001-6885-6364, Appalachian State University) |
| Year | 2016 |
| Volume | 6 |
| Issue | 4 |
| Publication date | 2016-10-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | SAGE Open (JOURNAL) |
| Journal identifiers | ISSN: 2158-2440 • E-ISSN: 2158-2440 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/2158244016673131 |
| OpenAlex | W2560602021 |
| Language | EN |
| References cited | 25 |
In this results-oriented era of accountability, educator preparation programs are called upon to provide comprehensive data related to student and program outcomes while also providing evidence of continuous improvement. Collaborative Analysis of Student Learning (CASL) is one approach for fostering critical inquiry about student learning. Graduate educator preparation programs in our university used collaborative analysis as the basis for continuous improvement during an accreditation cycle. As authors of this study, we sought to better understand how graduate program directors and faculty used collaborative analysis to inform practice and improve programs. Our findings suggested that CASL has the potential to foster collective responsibility for student learning, but only with a strong commitment from administrators and faculty, purposefully designed protocols and processes, fidelity to the CASL method, and a focus on professional development. Through CASL, programs have the ability to produce meaningful data related to student and program outcomes and meet the requirements for accreditation
Accountability · Accreditation · Collaborative learning · Fidelity · Higher education · Knowledge management · Mathematics education · Medical education · Political science · Computer Science · Educational Assessment and Improvement · Evaluation and Performance Assessment · Medicine · Psychology · Teacher Education and Leadership Studies
Visible Learning for Teachers
The applicability of Visible Learning to higher education.
Research design
The effects of professional development on the attitudes, knowledge and skills for data-driven decision making
Thinking about data
Teacher needs for data-related professional learning
Exploring data use practices around Europe
Towards a culture of inquiry for data use in schools
Using Internal and External Evaluation to Shape Teacher Preparation Curriculum
Conceptions of Evidence Use in School Districts
Teachers’ Use of Data
Data Use for School Improvement
Can Value Added Add Value to Teacher Evaluation
Teacher Collaboration in Instructional Teams and Student Achievement
Problems Without Ceilings
Shaky Methods, Shaky Motives
The Politics and Statistics of Value-Added Modeling for Accountability of Teacher Preparation Programs
Reflective Pedagogical Thinking
| Highly cited | No |
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