How School Leaders Can Build Surveys to Demonstrate Accountability

New Search

Print Abstract

E-mail Abstract

Full Text

Save to My Collections

Export Citation

Bober-Michel, M. (2010). How School Leaders Can Build Surveys to Demonstrate Accountability. In D. Gibson & B. Dodge (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2010 (pp. 6-7). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/33304.

• Share:
• 
• 
• 
• 
• 
• 
• 

Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2010
San Diego, CA, USA
March 29, 2010
ISBN 1-880094-78-9
  David Gibson & Bernie Dodge
AACE

More Information on SITE
Table of Contents

Author

Marcie Bober-Michel, San Diego State University, United States

Abstract

Accountability is the catchphrase for today’s teachers and administrators, who recognize that they and the institutions they represent are expected to demonstrate value—to students, parents, administrators, and the larger community. But they are often ill-prepared to collect, analyze, interpret, and report the very data they need to do just that. That few school leaders have been formally oriented to the principles that ground survey design is truly unfortunate given the key role that surveys play in revealing factors that influence student performance. This session, then, focuses on a graduate program for teachers in which survey design is one of the emphasized areas—leading to robust perceptual data gathering associated with needs assessment and formative/summative evaluation.

Also Read

• SITE's Digital Fabrication Initative
• The International Handbook Summit Call to Action for Learning with Technology in the 21st Century
• Perspectives on E-Learning Symposium: Modeling Representative and Adaptive E-Learning Environments
• I Think, You Think: Teacher-Student Reflections Using Free Online Technologies
• Instructional Design Considerations for Science E-Learning
• Digitizing the Feedback Experience
• Testing a TPACK-Based Technology Integration Assessment Rubric
• The Changing Culture of Higher Education
• Toward a Taxonomy of Distributed Learning Delivery Modes
• Twenty-first Century Standards Drive Formative and Summative Performance Assessment in a Reflective, Benchmarked eFolio.

Tags