Learning to Learn From Data: Benchmarks and Instructional Communities

By Suzanne Blanc, J. Christman, Roseann Liu, Cecily Mitchell, E. Travers, Katrina E. Bulkley. 2010

95 citations recorded by the source corpus.

Subfields: Education, Information Systems and Management, Management Science and Operations Research

View Paper: https://www.semanticscholar.org/paper/18601ef7ce6cf0c7bb93e0231b4138d63a6c3cfc

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Citations in the corpus

Research on Data Use: A Framework and Analysis (2011, background): “Christman and her colleagues (Blanc et al., 2010; Christman et al., 2009) found that using benchmark assessments and other features of managed instruction did not produce student learning gains unless it was accompanied by strong instructional leadership in the school, a statistically significant…”
Teacher Learning, Instructional Considerations and Principal Communication: Lessons from a Longitudinal Study of Collaborative Data Use by Teachers (2011, background): “…Wayman, 2005; Young, 2006; Firestone and Gonzalez, 2007; Ikemoto and Marsh, 2007; Hamilton et al., 2009; Weinbaum, 2009; Anderson et al., 2010; Blanc et al., 2010; Cosner, 2011), limited attention has been given to the examination of ways in which leaders, in their role as sensegivers,…”
Accessing Capital Resources: Investigating the Effects of Teacher Human and Social Capital on Student Achievement (2014, background): “A few studies have suggested that interim assessments can play a supportive role in improving student outcomes through identifying learning gaps when these measures are embedded in a coherent system of instructional support that includes skilled and knowledgeable staff (Blanc et al., 2010; Bulkley, ”
Differentiated instruction in a data-based decision-making context (2018, background): “…in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way. implementation of DBDM (Blanc et al., 2010; Levin & Datnow, 2012; Schildkamp & Lai, 2013; Schildkamp, Poortman, & Handelzalts, 2016; Verhaeghe, Vanhoof, Valcke, & Van…”
The Impact of Indiana’s System of Interim Assessments on Mathematics and Reading Achievement (2013, background): “Interim assessments identify areas for improvement, but it is school staff who must use that information to identify and implement instructional strategies and practices that will bring about the targeted improvements (Blanc et al., 2010).”
Teachers’ Use of Assessment Data to Inform Instruction: Lessons from the past and Prospects for the Future (2015, background): “A common pattern is to devote instructional planning time to identifying students of concern and planning remediation or review (Blanc et al., 2010; Cosner, 2011; Christman et al., 2009; Nabors Oláh et al., 2010; Shepard et al., 2011).”