School Formative Feedback Systems

Peabody Journal of Education

Volumn 85, Issue 2, 2010, Pages 130-146

  Halverson, Richard ^a  

^a UNIVERSITY OF WISCONSIN MADISON   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 77951731598     PISSN: 0161956X     EISSN: None     Source Type: Journal    
DOI: 10.1080/01619561003685270     Document Type: Article

References (31)

1. Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education, 5(1), 7-74.
2. Borman, G. D., Hewes, G. M., Overman, L. T., & Brown, S. (2003). Comprehensive school reform and achievement: A meta-analysis. Review of Educational Research, 73, 125-230.
3. Burch, P. (2010/this issue). The bigger picture: Institutional perspectives on interim assessment technologies. Peabody Journal of Education, 85(2), 147-162.
4. Coburn, C. E. (2005). Shaping teacher sensemaking: School leaders and the enactment of reading policy. Educational Policy, 19, 476-509.
5. Commeyras, M., Shockley, B., Bisplinghoff, M., & Olson, J. (2003) Teachers as readers: Perspectives on the importance of reading in teachers' classrooms and lives. Newark, DE: International Reading Association.
6. Cronin, J. (2004) Aligning the NWEA RIT scale with the Wisconsin Knowledge and Concepts Exam. Lake Oswego, OR: Northwest Evaluation Association. Retrieved September 12, 2007, from http://nwea.org
7. Elmore, R. F. (2000). Building a new structure for school leadership. Washington, DC: Albert Shanker Institute.
8. Greve, H. R. (2003) Organizational learning from performance feedback: A behavioral perspective on innovation and change. Cambridge, UK: Cambridge University Press.
9. Halverson, R. (2003). Systems of practice: How leaders use artifacts to create professional community in schools. Education Policy Analysis Archives, 11(37), 1-35.
10. Halverson, R. (2007). A distributed leadership perspective on how leaders use artifacts to create professional community in schools. In L. Stoll & K. S. Louis (Eds.), Professional learning communities: Divergence, detail and difficulties (pp. 93-105). Maidenhead, UK: Open University Press.
11. Halverson, R., Grigg, J., Prichett, R., & Thomas, C. (2007). The new instructional leadership: Creating data-driven instructional systems in schools. Journal of School Leadership, 17, 159-193.
12. Halverson, R., Prichett, R. P.,& Watson, J. G. (2007) Formative feedback and the new instructional leadership (Wisconsin Center for Educational Research Working Paper 2007-3). Madison: Wisconsin Center for Educational Research. Retrieved January 17, 2009, from http://www.wcer.wisc.edu/publications/workingPapers/Working_Paper_No_2007_03.pdf
13. Halverson, R., & Thomas, C. (2007). The roles and practices of student services staff as data-driven instructional leaders (Wisconsin Center for Educational Research Working Paper 2007-001). Madison: Wisconsin Center for Educational Research. Retrieved February 13, 2007, from http://www.wcer.wisc.edu/Publications/workingPapers/ Working_Paper_No_2007_01.pdf
14. Hamilton, L. S., Stecher, B. M., Marsh, J. A., McCombs, J. S., Robyn, A., Russell, J. L., et al. (2007). Standards-based accountability under No Child Left Behind experiences of teachers and administrators in three states. Santa Monica, CA: RAND Corporation
15. Honey, M., Brunner, C., Light, D., Kim, C., McDermott, M., Heinze, C., et al. (2005). Linking data and learning: The Grow Network study. New York: EDC/Center for Children and Technology.
16. Kuhn, D. (2007). Is direct instruction an answer to the right question? Educational Psychologist, 42(2), 1-5.
17. Li, Y., Marion, S., Perie, M., & Gong, B. (2010/this issue). An approach for evaluating the technical quality of interim assessments. Peabody Journal of Education, 85(2), 163-185.
18. Porter, A. (1995). Critical issue: Integrating assessment and instruction in ways that support learning. Retrieved on October 30, 2006, from North Central Regional Educational Laboratory Web site: http://www.ncrel.org/sdrs/areas/ issues/methods/assment/as500.htm
19. Prichett, R. (2007). How school leaders make sense of and use formative feedback systems. Unpublished doctoral dissertation, University of Wisconsin-Madison School of Education, Madison, Wisconsin.
20. Richardson, G. (1991). Feedback thought in social science and systems theory. Philadelphia: University of Pennsylvania Press.
21. Senge, P. (1994). The fifth discipline: The art and practice of the learning organization. New York: Currency.
22. Sharkey, N. S., & Murnane, R. J. (2006). Tough choices in designing a formative feedback system. American Journal of Education, 112, 572-581.
23. Spillane, J. (2006). Distributed leadership. San Francisco, CA: Jossey-Bass.
24. Spillane, J., Reiser, B. J., & Reimer, T. (2002). Policy implementation and cognition: Reframing and refocusing implementation research. Review of Educational Research, 72(3), 387-431.
25. Stake, R. E. (2000). Case studies. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (2nd ed., pp. 435-454). Thousand Oaks, CA: Sage.
26. Strauss, A., & Corbin, J. (1990). Basics of qualitative research: Grounded theory, procedures and techniques. Newbury Park, CA: Sage.
27. Thomas, C. (2007). Problem-solving teams and data-driven school leadership: A path toward the next generation of special education services. Unpublished doctoral dissertation, University of Wisconsin-Madison School of Education. Madison, Wisconsin.
28. von Bertalanffy, L. (1969). General system theory: Foundations, development, applications. New York: George Braziller.
29. Wallace, M., & Pocklington, K. (2002). Managing complex educational change: Large-scale reorganization of schools. London: Routledge Falmer.
30. Wayman, J. C. (2005). Involving teachers in data-driven decision making: Using computer data systems to support teacher inquiry and reflection. Journal of Education for Students Placed at Risk, 10(3), 295-308.
31. Yeh, S. S. (2005). Limiting the unintended consequences of high-stakes testing. Education Policy Analysis Archives, 13(43). Retrieved February 12, 2007, from http://epaa.asu.edu/epaa/v13n43/