Making instructional decisions based on data: What, how and why

Reading Teacher

Volumn 61, Issue 4, 2007, Pages 354-359

  Mokhtari, Kouider ^a   Rosemary, Catherine A ^b   Edwards, Patricia A ^c  

^a MIAMI UNIVERSITY   (United States)

^b JOHN CARROLL UNIVERSITY   (United States)

^c MICHIGAN STATE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 37549040196     PISSN: 00340561     EISSN: None     Source Type: Journal    
DOI: 10.1598/RT.61.4.10     Document Type: Article

References (9)

1. Baumann, J.F., Hoffman, J.V., Duffy-Hester, A.M., & Ro, J.M. (2000). The First R yesterday and today: U.S. elementary reading instruction practices reported by teachers and administrators. Reading Research Quarterly, 35, 338-377.
2. Bean, R. (2004). The reading specialist: Leadership for the classroom, school, and community. New York: Guilford.
3. Center for Policy Research, (n.d.). The language arts curriculum survey (Unpublished document). Madison, WI: University of Wisconsin.
4. International Reading Association & National Council of Teachers of English. (1994). Standards for the assessment of reading and writing. Newark, DE; Urbana, IL: Authors.
5. Reilly, M.A. (2007). Choice of action: Using data to make instructional decisions in kindergarten. The Reading Teacher, 60, 770-776.
6. Shea, M., Murray, R., & Harlin, R. (2005). Drowning in data? How to collect, organize, and document student performance. Portsmouth, NH: Heinemann.
7. Smith, M., & Dickinson, D. (2002). Early language and literacy classroom observation toolkit. Baltimore: Brookes.
8. Stephens, D., Pearson, P.D., Gilrane, C., Roe, M., Stallman, A., Shelton, J., et al. (1995). Assessment and decision making in schools: A cross-site analysis. Reading Research Quarterly, 30, 478-499.
9. Wolfersberger, M.E., Reutzel, D.R., Sudweeks, R., & Fawson, P.C. (2004). Developing and validating the classroom literacy environment profile (CLEP): A tool for examining the "print richness" of early childhood and elementary classrooms. Journal of Literacy Research, 36, 211-272.