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261. Making Data Meaningful

by Amanda Hankel

With the idea of data-driven instruction—using data to shape curriculum—becoming increasingly expected of schools today, the ability to collect and interpret data is becoming more important than ever for primary and secondary education teachers. And from standardized test scores to student assessments and assignments, there is no shortage of data available. The problem is that with increasingly less time and fewer resources, teachers are facing difficulty in interpreting data in a way that is meaningful in making instructional decisions. In this month’s Primary and Secondary Education Brief, we focus on the topic “Moving Beyond Data Analysis to Data Interpretation and Use in Daily Instruction.” We take a look at how teachers can collect the right data that will be useful to them, and then interpret it in way that will be meaningful for guiding instruction.

  • Filetype: pdf
  • Publish date: 2012-01
  • ASQ Primary and Secondary Education Brief
Open Access

262. Using Data to Guide Instruction

by Amanda Hankel

To better use data at Cedar Rapids Community Schools, the district began using a process to analyze in-process/formative data to identify learner needs and inform instruction. The process is adapted from the Analyzing Student Work Template from the New Teacher Center at the University of California-Santa Cruz. Since piloting the process in select elementary schools in 2008 and moving to full implementation in all elementary schools in 2009, the district has seen tremendous growth. In 2011, third, fourth and fifth graders have made at least a year-and-a-half growth, according to a district data analysis using the National Grade Equivalency with the state's Iowa Test of Basic Skills for grades K-8.

  • Filetype: pdf
  • Publish date: 2012-01
  • ASQ Primary and Secondary Education Brief
Open Access

263. Systems Thinking: Critical to Quality Improvement in Higher Education

by Julie Furst-Bowe

Quality Approaches in Higher Education Vol. 2 (2) Dec 2011 article by Julie Furst-Bowe. For a successful approach to systems thinking, four components are needed: inclusive leadership, clearly defined set of student and stakeholders groups, a participatory planning process, and an end to end system for measuring institutional performance. These are discussed as they have pertained to the University of Wisconsin-Stout along with challenges for quality improvement in higher education.

  • Filetype: pdf
  • Publish date: 2011-12
  • Quality Approaches in Higher Education; Vol. 2; Issue 2
Open Access

264. STEM:An Entrepreneurial Approach

by Keith T. Miller

STEM: An Entrepreneurial Approach was the keynote address given by Dr. Keith T Miller, president of Virginia State University at the 2011 Advancing the STEM Agenda Conference. It was published in the Division's Quality Approaches in Higher Education Vol. 2 No. 2 (Nov. 2011). It discusses the need for STEM majors and how we must have the mind-set to educate one STEM student at a time. It describe a strategic plan for recruiting more STEM students to our universities and the importance of an entrepreneurial approach to exciting students about the STEM fields. We can improve the quality of our STEM education by adopting these approaches.

  • Filetype: pdf
  • Publish date: 2011-12
  • Quality Approaches in Higher Education; Vol. 2; Issue 2
Open Access

265. Quality Approaches in Higher Education, Vol. 2 No. 2

by Deborah Hopen

Quality Approaches in Higher Education Vol.2 No.2 New Thinking New Results The articles in this issue include: Guest Commentary: Systems Thinking: Critical to Quality Improvement in Higher Education Julie Furst-Bowe STEM: An Entrepreneurial Approach Keith T. Miller Understanding Reliability in Higher Education Student Learning Outcomes Assessment Kenneth Royal Using Active, Cooperative Quality Exercises to Enhance Learning James A. Griesemer

  • Filetype: pdf
  • Publish date: 2011-12
  • Quality Approaches in Higher Education; Vol. 2; Issue 2

266. Understanding Reliability in Higher Education Student Learning Outcomes Assessment

by Royal, Kenneth;

Quality Approaches in Higher Education Vol. 2 (2) Dec 2011 article by Kenneth Royal. This article addresses some of the most common misconceptions about reliability in the higher education Student Learning Outcomes (SLO) arena and encourages practitioners to be more attentive to the details of calculating, interpreting, and reporting estimates of reliability. The article provides an overview of reliability and the factors that influence it, discusses the most commonly used types of reliability in SLO assessment, and provides guidance on how to effectively interpret and report such measures. The information presented should be particularly helpful to SLO practitioners who need a brief primer on reliability, ponder how to construct better assessment instruments, have an interest in making appropriate inferences about assessment results, and are concerned with reporting findings accurately and responsibly.

  • Filetype: pdf
  • Publish date: 2011-12
  • ASQ Education Division Web Site

267. Using Active, Cooperative Quality Exercises to Enhance Learning

by Griesemer, James A. ;

Quality Approaches in Higher Education Vol. 2 (2) Dec 2011 article by James A. Griesemer. Active, cooperative quality learning exercises were used to enhance learning in an undergraduate operations/supply chain management course. The quality tools and techniques supported course topics while also adding to students’ first-hand knowledge of quality management. Such exercises were found to improve students’ critical thinking and problem-solving skills significantly. Based on this early success, additional active, cooperative quality learning exercises are being developed for use in other business courses.

  • Filetype: pdf
  • Publish date: 2011-12
  • ASQ Education Division Web Site
Open Access

268. From the Editor: Quality Assessment

by Amanda Hankel

Accountability and assessment are common themes in the discussion about improving quality in higher education today, but ideas about how to practice assessment and encourage accountability are complex and diverse. Some educators speculate that accreditation provides one answer and attempt to examine its impact on quality. Others view the accreditation process as an enforced element that does not necessarily encourage the kind of “buy in” that leads to self-initiated continuous process improvement. These are the questions facing higher education institutions today, and the questions colleges and universities will continue to face as educators work to improve the quality of higher education.

  • Filetype: pdf
  • Publish date: 2011-12
  • ASQ Higher Education Brief
Open Access

269. Changes in the Higher Learning Commission Accreditation Requirements: An Overview

by Julie Furst-Bowe

The Higher Learning Commission is an independent corporation and one of two commission members of the North Central Association of Colleges and Schools (NCA), one of six regional institutional accreditors. In 2009, the Higher Learning Commission began a comprehensive review of its traditional accreditation criteria. In 2010, the U.S. Department of Education required the Commission to define minimum expectations relative to each of the criteria. In the spring of 2011, an alpha version of the new criteria was made available along with the current minimum expectations within the criteria. Overall, although there are no significant changes in the nature of the accreditation requirements, the new documents provide greater clarity and direction for institutions and others involved in the accreditation process. The revised criteria should also lead to improvements in assessment, accountability and transparency.

  • Filetype: pdf
  • Publish date: 2011-12
  • ASQ Higher Education Brief
Open Access

270. Using SIPOC to Define Your Research Agenda: A Tool for Junior Faculty

by Nicole Radziwill

For a tenure track faculty member, building a focused, goal directed program of research is a priority. However, it can be difficult to craft a cohesive strategy which will help a faculty member maintain his or her accountability to self, to the department, to the university, and to the community of researchers. Furthermore, describing the research agenda for the tenure package can be challenging. This article shows how to use suppliers, inputs, process, outputs, customers (SIPOC), a Six Sigma tool, to construct, refine and continuously improve a research agenda.

  • Filetype: pdf
  • Publish date: 2011-12
  • ASQ Higher Education Brief
Open Access

271. Does Assessment Automatically Lead to Improvement?

by John Dew

Educators who study the quality sciences quickly encounter the concept of the Deming Cycle, created by W. Edwards Deming, as adapted to education: plan, do, study, act. The quality discipline teaches you how to properly collect and analyze data, and organize it to create and implement improvements, as well as address systemic issues within organizations that are vital for quality control and quality improvement. Proper analysis of data includes the understanding of common causes and special causes of variation in data.

  • Filetype: pdf
  • Publish date: 2011-12
  • ASQ Higher Education Brief

272. 21st Century Learning through Continuous Improvement at the Agora School District

by Joyce de Vries; Rien Spies

This video describes the efforts by the Agora School District in the Netherlands to implement 21st Century learning through continuous improvement. Student-focused learning, such as students becoming independent learners, students leading conferences with parents and professional learning communities for teachers are shown.

  • Filetype: mp4
  • Publish date: 2011-11
Open Access

273. Effective Formative Assessment: Common Instructional Checks

by Mark Keen

In many classrooms in the United States, a vicious cycle occurs daily that goes like this: Students are presented material and tested on that material, and then are presented new material and tested on the new material. And the cycle continues. Students soon learn how to “play school,” meaning to study for short-term memory results, take the test, drop that material from the mind and repeat the same mental process for the new material. Thus, they get good grades but do not really learn. Given this background and our school district’s mission to “provide meaningful and engaging work in the pursuit of profound learning” (“profound” meaning learned in one situation and able to be applied in a different situation), we set off to develop a process to overcome the practice of “playing school” and truly pursue profound learning. To begin, the leadership design team, made up of the district’s principals and central office administrators, set out to develop a process that addressed t

  • Filetype: pdf
  • Publish date: 2011-11
  • ASQ Primary and Secondary Education Brief
Open Access

274. LEADing Your School to a Quality Future

by Amanda Hankel

When it comes to implementing quality and continuous improvement in K-12 schools, leadership is essential. That was the message in a recent presentation at the National Quality in Education Conference (NQEC) on building a quality culture in your school. According to Tami Miller, one of the presenters and leadership development coordinator for the Greenville Chamber of Commerce in Greenville, SC, leadership is often the missing component in a school’s implementation of quality. Miller is a former school teacher who has spent the last four years of her career managing the Greenville Chamber of Commerce’s Center for Excellence, which provides professional development to area schools on the fundamentals of quality and continuous improvement. “We know leadership is a missing factor for a lot of schools,” Miller said. “If the leadership is not solid, the implementation will only go so far.” Brenda Byrd, principal at Bethel Elementary School in Greenville, SC, for six years, presented w

  • Filetype: pdf
  • Publish date: 2011-11
  • ASQ Primary and Secondary Education Brief
Open Access

275. Accountability Is Key

by Amanda Hankel

In this issue of the Primary and Secondary Education Brief, one of the interviews I conducted was with Lee Jenkins, an educational consultant and owner of LtoJ Consulting. After speaking with Jenkins, I felt the topic of our conversation highlighted perfectly the continual theme I found throughout this issue focused on facilitating instructional improvement with quality models—more specifically, accountability. Who is accountable for ensuring students receive a quality education, that students have a quality learning environment, and that the teachers educating our students are “quality”? It’s not as cut-and-dry as it seems, and it may be behind some of today’s struggles in quality in education.

  • Filetype: pdf
  • Publish date: 2011-11
  • ASQ Primary and Secondary Education Brief
Open Access

276. Steps for Success

by Amanda Hankel

The concept of achieving quality, not quantity, in education, and achieving high success rates with high standards has been the basis of Lee Jenkins’ consult work for the past 10 years. In a recent presentation at the 2011 National Quality Education Conference, Jenkins outlined 12 key steps to implementing quality education. But when asked about the key takeaways from the presentation, Jenkins singled out a few steps that he said are crucial in building the foundation of quality education.

  • Filetype: pdf
  • Publish date: 2011-11
  • ASQ Primary and Secondary Education Brief
Open Access

277. At Westfield Washington Schools, Summer R.O.C.K.S.

by Cindy Keever, Dave Mundy

The Summer Reviewing Online Content K-8 Standards (R.O.C.K.S.) program at Westfield Washington Schools helps students retain what they’ve learned from year to year during the summer break.

  • Filetype: pdf
  • Publish date: 2011-11
  • ASQ Primary and Secondary Education Brief
Open Access

278. The Observation Tower: Not Invented Here: Tales From the Dark Side of Innovation

QED News-Spring 2011

by Marianne Di Pierro;

An editorial by Dr. Marianne Di Pierro. Published as the "Observation Tower" editorial in the ASQ Education Division's fall issue of its newsletter, "QED News".

  • Filetype: pdf
  • Publish date: 2011-10
  • Education Division News
Open Access

279. Workforce Development Brief (2011-10)

October 2011

by Deborah Hopen;

The Workforce Development Brief (October 2011), published by the ASQ Education Division. It includes the following authors and the titles of their articles: Practice Makes Real Improvement by James Rooney; Workforce Development and Technology by Tom Berstene; Checklists: The Antidote to Complexity by David Saunders; Intrinsic Motivation by Christine Robinson; Engaging Employees in the Learning Organization; Workforce Development Network by Adina Suciu

  • Filetype: pdf
  • Publish date: 2011-10
  • Workforce Development Brief
Open Access

280. Workforce Development Committee Expands Offerings

by Tom Berstene

Workforce Development Committee Article

  • Filetype: pdf
  • Publish date: 2011-10
  • QED News
Open Access

281. Fab Labs: Re-envisioning Innovation and “Entrepreneering”

by Silvia Tiala

Can Fab Labs provide the impetus for systemic change in education and entrepreneurial environments? Fab Labs, small-scale workshops using off-the-shelf, industrial-grade technologies, are being used to bring prototyping capabilities to underserved communities around the world. The Massachusetts Institute of Technology uses Fab Labs and information technologies to enable individuals to define problems, prototype solutions, and encourage the start of local micro businesses (Lassiter, 2009). The Fab Lab concept may reflect a new manufacturing paradigm where individual “entrepreneers” (individuals who perform both engineering and entrepreneurial tasks) define problems, create solutions, and market products. A community workspace is created that serves as an incubator for research, creative endeavors, and business incubation. The Fab Lab removes barriers such as start-up funding, access to equipment, and access to expertise, thus encouraging systemic change to educational and entrepreneurial env

  • Filetype: pdf
  • Publish date: 2011-10
  • ASQ Higher Education Brief
Open Access

282. Innovating for the Future

by Amanda Hankel

This month, the world lost one of its greatest innovators—Steve Jobs, cofounder of Apple Inc. When thinking of Jobs, you probably think of how products such as the iPod, iPhone, iPad and iMac have revolutionized the consumer technology space. But these innovations also made a tremendous impact on higher education, as well. This article discusses content in the October 2011 issue of Higher Education Brief that highlights the importance of innovation in higher education and how the application of new ideas and new technologies remain paramount concerns for all educators interested in moving past the status quo and exploring new possibilities. How did Jobs achieve the success he did as an innovator in education, and how can we use what we’ve learned from him to continue to innovate and improve quality in education in the future?

  • Filetype: pdf
  • Publish date: 2011-10
  • ASQ Higher Education Brief
Open Access

283. Not Invented Here: Tales From the Dark Side of Innovation

by Marianne Di Pierro

Pioneering spirits in higher education are rare. Sometimes, self-interest and political affiliations play a role in the abandonment of innovative ideas and innovative people: a venture that is risky may hold opportunities for failure and the wrong political alliances can spell doom, and so there is a perceived need to establish distance. The “not invented here” syndrome results in a certain myopic view that encapsulates individuals “inside” of the box, stifling innovation and precipitating the departure of innovators who cannot get to first base because of institutional or organizational gatekeepers. This article discusses the importance of being open to thinking differently—and the potential consequences if an organization is reluctant to do so.

  • Filetype: pdf
  • Publish date: 2011-10
  • ASQ Higher Education Brief

284. QED News: Fall 2011

by Education Division

The fall 2011 issue of the Education Division Newsletter..

  • Filetype: pdf
  • Publish date: 2011-09
  • QED News; Vol. 16; Issue 3
Open Access

285. National Quality Education Conference: A Great Return on Investment!

by J. Jay Marino

National Quality Education Conference Article

  • Filetype: pdf
  • Publish date: 2011-09
  • NQEC

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