Teaching Statistics in Principal Preparation Programs: Part One

McNamara, James F.; Thompson, David P.

doi:10.1177/105678799600500317

Cited by 3 publications

(15 citation statements)

References 2 publications

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“…8. McNamara andThompson (1996) proposed a single exercise for assessing a principal's ability to meet all three expectations in Recommendation 3. Put briefly, they ask students to first locate a relevant univariate distribution from their practicing professional environment.…”

Section: Discussionmentioning

confidence: 99%

Teaching Statistics in Principal Preparation Programs: Part Three

McNamara

2001

International Journal of Educational Reform

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Section: Discussionmentioning

confidence: 99%

Teaching Statistics in Principal Preparation Programs: Part Three

McNamara

2001

International Journal of Educational Reform

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“…This theme is further elaborated in Note 2. McNamara and Thompson (1996) noted that an essential reason why educational administrators and their professional colleagues in the schools are not using appropriate data to inform actual decisions made in the schools can be traced to their formal graduate school training in statistics. Three claims are identified to support their position.…”

Section: Current Practicementioning

confidence: 99%

“…Second, McNamara and Thompson (1996) suggest that few (if any) of these graduate service courses are designed exclusively for students enrolled in school administration and school leadership programs. For these two researchers, the more likely scenario is that graduate school of education courses in statistics simultaneously service a wide array of prospective and practicing professionals.…”

Section: Statistical Trainingmentioning

confidence: 99%

“…Third, McNamara and Thompson (1996) suggest that service courses taught in graduate schools of education direct a major portion of their syllabus toward the use of inferential statistics as a tool in conducting academic research projects and dissertations. Accordingly, they argue that a large part of these service courses is devoted to traditional hypothesis testing procedures and the corresponding parametric methods.…”

Section: Statistical Trainingmentioning

confidence: 99%

“…Findings explicitly designed to answer the third research agenda question were specified as a set of seven interrelated guidelines that university professors and staff development professionals in schools responsible for the continuing education of school principals could use to develop formal statistical training. These guidelines, which were published by McNamara and Thompson (1996) as the first article in this three-part series, are summarized in Chart 2.…”

Section: Statistical Training Guidelinesmentioning

confidence: 99%

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Teaching Statistics in Principal Preparation Programs: Part 2

McNamara

2000

International Journal of Educational Reform

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School Principals' Opinions on Data-based School Management: A Case Study

Arastaman

2022

Participatory Educational Research

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Data usage-related reforms lead schools to different practices in terms of management. The conceptualization of data usage and data-based management will ensure that robust steps are taken for the future in terms of reforms made or to be made in the name of education. In this direction, this study is developed as a qualitative case study to determine the opinions of school administrators for data-based management on a school basis. The working group consists of 12 administrators, seven of whom are women and five of whom are men, who work in private and public schools. Purposive sampling method was used to determine the participants. Data from the working group were collected through the semi-structured interview form and themes were created by analyzing in NVino 11. In line with the established themes, the opinions of the administrators were also evaluated. According to the research findings, administrators mostly use data on "e-Okul" and "MEBBIS" modules. Administrators use the said data in decision-making processes, to meet the demands of senior management units, to work with stakeholders, to increase student success. While the administrators stated that there is not enough support or software products to use the data more effectively in the management process, they stated that there is a need for a series of trainings and that these trainings should be in the form of hands-on workshops. They also stated that there should be auxiliary personnel and support services for data analysis. Administrators who reported their problems with time management in accessing data stated that they were not proficient in data analysis and had problems with the motivation, quality, and workload of the personnel.

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Teaching Statistics in Principal Preparation Programs: Part One

Cited by 3 publications

References 2 publications

Teaching Statistics in Principal Preparation Programs: Part Three

Teaching Statistics in Principal Preparation Programs: Part Three

Teaching Statistics in Principal Preparation Programs: Part 2

School Principals' Opinions on Data-based School Management: A Case Study

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