Week One, Scholarly Article

Week One Assignment: Scholarly article review: May 22, 2011


With the involvement of teachers, affective analysis of data can contribute to an environment that improves practices and the overall environment of a school (Wayman, 2005). In his article, Jeffrey C. Wayman (2005) writes about these positive aspects as well as others, such as school atmosphere and faculty morale (Wayman, 2005).

Wayman’s work is driven by the idea that schools are, “data rich but information poor” (Wayman, 2005). The results of tests, like NJ ASK, that speak to the requirements of NCLB (Wayman, 2005) leave teachers to translate numbers and percentages into functional statements that improve practices (Wayman, 2005). However, Wayman (2005) raises the very valid point that translating data into applicable information is better achieved through technology based stored data, proper professional development and leadership (Wayman,2005).

Though paper filled cabinets are the traditional method for storing student information Wayman (2005) sees electronic databases as a more accessible tool for teachers to collect and streamline information about a student (Wayman,2005). Wayman’s (2005) answer to correctly infusing this technology into teacher implemented data is through well planned professional development (Wayman, 2005) Wayman(2005) supports the idea that large-scale professional development has few benefits over small scale and teacher-to-teacher training (Wayman,2005). Wayman also (2005) writes strongly about the importance of leadership that leads by example by providing time for educators to collaborate and reflect upon the data that is collected (Wayman, 2005). Giving teachers much needed time in their already strict schedule is a visual commitment by leadership to the staff that collaboration is a tool that can positively impact teacher growth (Waymen, 2005).

Wayman(2005) supports his motivations with studies that display improved student achievement as well as staff morale as a result of correctly using data for decision making (2005). Staff that correctly interprets and uses data to direct their curriculum feel more professional and are motivated to increase communication between departments because of the whole picture that data can paint of a student. In addition, data collected from assessments can change teacher expectations of low-performing students by changing the idea of the students’ potential and abilities (Wayman, 2005)

I felt that Wayman (2005) made a valid and strong case for his points with support and truthful reasoning. I admired that Wayman (2005) stayed neutral when discussing different commercially provided data warehouses; keeping his academic perspective grounded and true instead of a platform for promotion. Wayman is honest to point out that (at the time of his study) there is no database system that infuses the functionality of a student information system (SIS), assessment systems and data warehouses (Wayman, 2005). Wayman (2005), though admitting the high monetary commitment, is a proponent of professionally made data warehouse because of the time and labor it saves a teacher or administrator to make one from scratch (Wayman,2005).



Resource:

Wayman, Jeffrey. "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 (JESPAR) 10.3 (2005): 295-308. Retrieved from http://goo.gl/YRRsD