Data-Driven Decisions and School Leadership: Best Practices for School Improvement

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Allyn & Bacon, Incorporated, 2008 - Education - 274 pages
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The book provides a unique contribution to the literature in this field in that the studies of decision theory and data-based decision making are integrated. Focusing on educators assuming leadership roles in school improvement, the book’s content is equally relevant for administrators, supervisors, and teachers.

The book, however, is centered on data-driven decision making, both as a requirement of the No Child Left Behind Act and as a normative professional standard. Issues related to accumulating, storing, and protecting data in districts and schools also are covered. Applications in administration, supervision, and teaching are demonstrated.

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About the author (2008)

Theodore J. Kowalski, Ph.D., is a former public school teacher, principal, associate superintendent, and superintendent. He has taught at Purdue University and served as professor and director of doctoral programs in educational administration at Saint Louis University. From 1981 to 2000, he was employed at Ball State University, where he was dean of the Teachers College. In 2000, he became the Kuntz Family Endowed Chair in Educational Administration at the University Dayton.Professor Kowalski is the author of over 180 professional publications, including 27 books. He is the editor of the Journal of School Public Relations, serves on the editorial boards Educational Administration Quarterly and the AASA Journal of Scholarship and Practice, and was editor of the 2001 Yearbook of the National Council of Professors of Educational Administration. In 2011, he received the Distinguished Service Award from the American Association of School Administrators for his research and books on school administration. He has extensive experience as a planning consultant, speaker, and workshop facilitator. In addition to the superintendency, his primary research interests include organizational behavior, school public relations, and decision theory.

Thomas J. Lasley, II (Ph.D., Ohio State University) has been at the University of Dayton since 1983. During that time, he has served as a faculty member, a department chair, and currently as Dean of the School of Education and Allied Professions. Books he has authored include Teaching Peace (1994), Instructional Models: Strategies for Teaching in a Diverse Society, Second Edition (2002), and Strategies for Effective Teaching (2000). He has served on the Ohio Governor's Commission for Teaching Success and is Past-President of the Dayton Council on World Affairs and of the Project 30 Alliance (a national reform initiative focused on teacher education). He also serves on several local community boards, including the Boonshoft Museum of Discovery.

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