Data-Driven Decisions and School Leadership

Data Driven Decisions and School Leadership, 1/eTheodore J. Kowalski, University of Dayton Thomas J. Lasley II, University of Dayton James W. Mahoney, Battelle for Kids ISBN-10:      0205496687   This book integrates theory and practice in decision making, with specific focus on data-driven decision making. Applications are demonstrated in the contexts of administration, supervision, and teaching. 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.   Unique features of this book:Integrates decision theory with data-based decision making so readers will understand the rationale and methodology for making responsible decisions. Numerous examples and applications relative to school leadership, supervision, and teaching provide a broad frame of reference. Case studies are used to strengthen concepts, essential knowledge, and practice skills. Discussion/assignment questions pertaining both to the case studies and content are included at the end of each chapter. Here's what your colleagues are saying about this book:“The idea for this book is excellent and needed in the field … Leaders and practitioners need to know how to collect, analyze, and use data to help inform good decision-making practice.  The idea of learning about good decision making and using data to make decisions would work in a variety of courses.”-Mary McCullough, Loyola Marymount University “Case studies are realistic and multi-dimensional in scope, indicating no simple, clear-cut solution, which is how school administration functions.  [These] case studies would provide an uneasiness in students, which would impel them to read the chapter in order to discovernot the solution to the problem, but how to reach a solution.”-Kathy Peca, Eastern New Mexico University