WorldCat Identities

David, Jane L.

Overview
Works: 43 works in 69 publications in 1 language and 689 library holdings
Genres: Conference papers and proceedings 
Roles: Author
Classifications: LB2805, 371.2
Publication Timeline
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Most widely held works by Jane L David
Cutting through the hype : the essential guide to school reform by Jane L David( Book )

4 editions published in 2010 in English and held by 200 WorldCat member libraries worldwide

Improving education with locally developed indicators by Jane L David( Book )

5 editions published in 1987 in English and held by 141 WorldCat member libraries worldwide

Evaluation of the ECIA Chapter 1 Technical Assistance Centers (TACs) by Elizabeth R Reisner( Book )

2 editions published in 1988 in English and held by 72 WorldCat member libraries worldwide

This study evaluated the national network of Technical Assistance Centers (TACs), which provides technical assistance in evaluation and program improvement to state and local educational agencies responsible for implementing programs under Chapter 1 of the Education Consolidation and Improvement Act (ecia). The U.S. Department of Education currently operates four TACs, which each provide assistance in a specified region of the country. The TACs are funded at an overall level of $3.6 million a year, down from a high of $8.5 million in 1980-81. The study found that, despite variations across TACs, they have generally selected technical assistance strategies that are consistent with their program goals, with some major exceptions. Other findings indicate that state and local education agencies have significant needs for the assistance provided by TACs. In general, these TACs were found to achieve satisfactory results in their assistance with evaluation and program improvement; the most important result was the interest and enthusiasm they generated among local Chapter 1 personnel. However, support for TACs by the Department of Education was found to be inadequate. Accordingly, the report concludes with a recommendation that the Department of Education redirect the tac mission toward increasing the capacity of state education agencies to promote and implement Chapter 1 improvement. References are included. (Te)
Making evaluations of follow through useful to decision makers by Jane L David( Book )

3 editions published in 1981 in English and held by 52 WorldCat member libraries worldwide

After a brief introduction indicating the value of the first Follow Through evaluation, this document offers ideas about how a new wave of Follow Through approaches should be evaluated. The discussion is based on the premise that the form of an evaluation must be derived from the questions for which answers are sought, the audience(s) to whom the results are directed, what is known about the treatment under investigation, and the size and shape of the treatment. It is asserted that local decisionmakers are the primary audience of interest, that their information needs justify the need to understand the process of implementation and change, and that such contextual information is relevant to federal program designers. Considerations pertinent to the design of a pilot intervention program are addressed. Subsequent discussion indicates limitations of experimental and ethnographic approaches in producing evaluation information and proposes a multiple case study approach as a way of minimizing weaknesses of traditional approaches. Specific attention is given to (1) building a conceptual framework that establishes the topics on which data will be collected and that presents the context in which data should be interpreted; (2) sample selection strategies; (3) the data collection strategy; and (4) stages of data analysis. In conclusion, recommendations are offered for the design of a pilot Follow Through program implementation and evaluation. (Rh)
Improving the quality and utility of NCES data by Jane L David( Book )

4 editions published between 1985 and 1988 in English and held by 50 WorldCat member libraries worldwide

Three goals must be met in order for the National Center for Education Statistics (nces) to improve the quality and utility of its data collection: (1) the choice of what to collect must be driven by the questions of interest to decisionmakers and the public; (2) procedures must insure validity and reliability of the data; and (3) the data must be reported in ways that facilitate use by the intended audience. The reliability of the data reported is the biggest challenge facing nces. Careful choices about what to collect and clear reporting cannot compensate for inaccuracy. Reporting data should include the following points: (1) description of similarities and discrepancies from different sources; (2) indication of how various sources were used, when applicable; (3) precise descriptions of what the numbers represent and interpretations of how their known weakness influence the results; (4) knowledgeable interpretation of data; (5) methods of reporting which minimize inappropriate comparisons; (6) full and accurate citation of data sources; and (7) inclusion of a glossary to help readers. Nces should investigate the use of minicomputers for different kinds of assessment instruments and should begin to design a computerized data collection system utilizing telecommunications capability. Comments on "Indicators of Education Status and Trends" are listed with page references. (Jaz)
Cutting through the hype : a taxpayer's guide to school reforms by Jane L David( Book )

2 editions published in 2006 in English and held by 31 WorldCat member libraries worldwide

Redesigning an education system : early observations from Kentucky by Jane L David( Book )

2 editions published in 1993 in English and held by 29 WorldCat member libraries worldwide

State actions to restructure schools : first steps by Jane L David( Book )

1 edition published in 1990 in English and held by 28 WorldCat member libraries worldwide

Restructuring in progress : lessons from pioneering districts by Jane L David( Book )

1 edition published in 1989 in English and held by 16 WorldCat member libraries worldwide

Transforming state education agencies to support education reform by Jane L David( Book )

2 editions published in 1994 in English and held by 11 WorldCat member libraries worldwide

To answer the question of how to build the capacity of state and local educational systems to implement systemic reform, the National Governors' Association (nga) convened two meetings of educators and policymakers and commissioned three supporting papers from knowledgeable educators. This volume contains an overview report of the conferences and includes the following three papers: (1) "State Education Agencies: Partners in Reform" (Paul G. LeMahieu and Bonnie A. Lesley); (2) "a View from the Cities: State Reform, Technical Assistance, and Professional Development" (Michael D. Casserly); and (3) "An Analysis of Survey Data on the Transformation of State Departments of Education" (John T. MacDonald). Meeting participants focused on the dual challenge facing state education agencies (SEAs) as they try to transform themselves and simultaneously help local education agencies undertake similar changes. It is recommended that SEAs change their conceptions of professional development for administrators and teachers, as well as their communication and organizational structures. Given the complex array of internal and external barriers, SEAs must change their functions from monitoring to assisting and from service delivery to collaboration and the empowerment of others. Governors can strengthen the potential of systemic reform by publicizing the importance of educational reform, promoting investment in the development of the education work force, and pressing for the elimination of unnecessary federal regulations. Eight figures are included. Appendices contain a list of meeting participants and the three supporting papers. (Lmi)
Transforming education-- overcoming barriers by Jane L David( Book )

2 editions published in 1993 in English and held by 9 WorldCat member libraries worldwide

Barriers to progress in educational reform exist inside and outside the education system. Some arise where new practices encounter traditional expectations and boundaries, but others go much deeper than education, such as poverty, racism, local political conflicts, and human resistance to change. The following five categories of barriers are particularly prevalent and significant among the vanguard schools and districts in this study: (1) lack of clear direction; (2) weak incentives for change; (3) regulatory and compliance mentality; (4) limited learning opportunities for educators; and (5) poor communication. Governors can use their roles as leaders to help overcome these barriers by promoting goals that support high performance and access to resources. Like schools, state education systems cannot be reformed overnight, but progress to date, documented by several case studies, indicates that systems can move forward. The work of vanguard schools, leaders in educational reform, is explored. (Contains 10 references.) (Sld)
Evaluating long-term achievement : an analysis of longitudinal data from compensatory education programs by Educational Policy Research Center (Stanford Research Institute)( Book )

4 editions published between 1976 and 1977 in English and held by 5 WorldCat member libraries worldwide

Several sets of data are analyzed, all of which demonstrate that estimates of achievement rates can differ dramatically when different time periods are used for an evaluation of a compensatory education program. Specifically, it is found that including the summer months in an evaluation often considerably reduces estimates of achievement and hence monthly achievement rates. In other words, achievement gains made during the school year are not sustained, even until the next fall. These findings are consistently supported by the data regardless of the standardized achievement test used, the grade level, the subject area, or the program. An evaluation of a one-year program should at least take account of fall-to-fall achievement. For multi-year programs, evaluations should be based on a time period that includes the summer following each year of the program. Including the following summer in an evaluation will allow the conclusion to reflect the extent to which student achievement is sustained and will, therefore, provide more useful information to those concerned with improving programs. (Rc)
District leadership in professional development : exemplary cases by Jane L David( Book )

1 edition published in 2000 in English and held by 4 WorldCat member libraries worldwide

Research on the effectiveness of compensatory education programs : a reanalysis of data : final report by Jane L David( Book )

2 editions published in 1977 in English and held by 4 WorldCat member libraries worldwide

This report focuses on the extent to which conclusions about the effectiveness of compensatory education programs are affected by (1) the period of time on which the evaluation is based, and (2) the standard against which the program is judged. Previously collected evaluation data from four compensatory education programs (grades 1-8) are reanalyzed in order to test the effects of these components. Program effectiveness is judged according to the standards of both grade-equivalent and percentile point achievement indices, as measured by standardized tests. The primary finding of these analyses is that conclusions about program effectiveness are greatly influenced by the the period of time over which the evaluation is based. Specifically, it is shown that the inclusion of the summer months in the evaluation can reduce estimates of achievement and reverse positive judgments of program effectiveness. Additionally, it is demonstrated that the 10 percentile point achievement standard is more stringent than grade-equivalent score standards, and is thus less likely to be met in a 12-month evaluation. Based on this study's findings, it is recommended that evaluation of compensatory programs be based on a 12-month (fall to fall) period and that students not be promoted on the basis of spring test scores. (Author/GC)
The influence of distinguished educators on school improvement : a study of Kentucky's school intervention program by Jane L David( Book )

1 edition published in 2000 in English and held by 3 WorldCat member libraries worldwide

The road to improvement : conference report on interventions in low-performing schools by Jane L David( Book )

2 editions published in 1999 in English and held by 3 WorldCat member libraries worldwide

Local Uses of Title I Evaluations by Jane L David( Book )

2 editions published in 1978 in English and held by 2 WorldCat member libraries worldwide

A survey of administrators, teachers, and parents in 15 Elementary Secondary Education Act Title I school districts indicated that evaluations are used locally to meet federal and state requirements, to inform parents and staff, and to confirm positive attitudes toward a program. Standardized achievement tests, the backbone of Title I evaluations, are viewed as inadequate for judging or improving programs. Respondents felt tests were biased and preferred other measures: skill-specific tests, observation, self-concept or attitude measures. Evaluations were not used to improve programs for several reasons: program stability; funds; politics; unavailability of results in time for decision making; differing information needs of federal, local, and state agencies. Respondents disliked evaluation and ignored negative results if they believed in a program. Until these underlying attitudes change, evaluation results, even if technically sound, will not be used. Of the two current federal strategies for Title I evaluation, an independent national study and a local-to-state-to-federal reporting scheme, the latter is more likely to be used. The federal government should be committed to increasing communication between program staff and evaluation staff, and to promoting evaluation among local staff. (Cp)
Transforming education systems : finding the middle ground by Jane L David( Book )

1 edition published in 1995 in English and held by 2 WorldCat member libraries worldwide

School-Based Decision Making: Linking Decisions to Learning. Third-Year Report to the Prichard Committee by Jane L David( Book )

2 editions published in 1994 in English and held by 2 WorldCat member libraries worldwide

Under the Kentucky Education Reform Act (kera), School-Based Decision Making (sbdm) is the provision that creates school councils and delegates to them the authority to make important educational decisions to improve student performance. This paper describes findings from the third year of a 5-year study of sbdm that focused on early examples of connections between council decision making and changes in curriculum and instruction. Data were derived from interviews in 13 schools in 9 Kentucky districts as well as several statewide data sources. Findings indicate that more schools are establishing councils, although the rate of increase has slowed, and that councils are tackling more complex issues. Most council decisions continue to have a nonacademic focus. Parent involvement in councils was limited and instructional changes were visible. Features of councils that are effectively involved in decisions about curriculum and instruction are identified. However, councils will continue to face the following challenges: understanding new expectations, blending traditional with new approaches, and debating differences constructively. For councils to continue to evolve, they need strong site leadership, instructional guidance, opportunities and time to learn, and survival skills for making the transition. One table and a map of regional service centers are included. (Lmi)
Partnerships for Change. Research by Jane L David( Book )

2 editions published in 1992 in English and held by 2 WorldCat member libraries worldwide

Based on visits to four Apple Classrooms of Tomorrow (acot) sites in the spring of 1990 and interviews with Apple acot staff, this paper represents the first round of a 3-year study for Apple Computer, Inc., About the role of acot in educational restructuring. An overview of the acot project is presented, and the evolution and structure of acot partnerships are addressed. Findings from the research related to the cultivation of a collaborative partnership are then discussed, including a new definition of access to technology; changing classroom practices; classrooms and the school culture; research and development in school systems; and tensions between business and education. The concluding section considers implications for business-education partnerships. (Contains 6 references.) (Alf)
 
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Cutting through the hype : the essential guide to school reform
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