Data driven decision making: A multisite case study in early childhood centres in Tobago [PowerPoint presentation]

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dc.contributor.author Abdul-Majied, Sabeerah
dc.contributor.author De Lisle, Jerome
dc.contributor.author Herbert, Susan
dc.contributor.author Gayah-Batchasingh, Alicia
dc.contributor.author McMillan-Solomon, Sabrina
dc.contributor.author Mohammed, Rhoda
dc.contributor.author Glasgow-Charles, Kimberly
dc.contributor.author Thornhill, Ann
dc.date.accessioned 2013-07-22T15:15:58Z
dc.date.available 2013-07-22T15:15:58Z
dc.date.issued 2013-07-22
dc.identifier.uri http://hdl.handle.net/2139/16221
dc.description Paper presented at the Biennial Conference of The University of the West Indies Schools of Education, 23-25 April, 2013, St. Augustine, Trinidad and Tobago en_US
dc.description.abstract Data-based decision making is a critical part of the education scenario at all levels. Decisions informed by data are likely to be more effective and relevant to the immediate indigenous context. Data-based decision making has become a critical component of effective equity-focused instruction even at the early childhood level. In Trinidad and Tobago, the early childhood care and education (ECCE) provision is designed to foster collaborative data-driven inquiry by teachers. Standards for regulating early childhood services stipulate written policies for curriculum development and assessment that include record keeping, observation and planning. The Ministry of Education also provides documents for record keeping and administrative support for data collection. Teachers in Tobago, however, sometimes report that record keeping is difficult and that they receive little support. This multi-site qualitative case study was therefore designed to investigate the types of data collected, how data were used, and factors that facilitate or inhibit data use practices at three early childhood centres in Tobago. The study is informed by the system-based data use model proposed by Schildkamp and Kuiper (2010). Key findings are that though much data were collected, data use was most effective when school practices were guided by a philosophy that was culturally specific and child-centred. Additionally, seven teacher characteristics that support data-based decision making were identified en_US
dc.language.iso en en_US
dc.subject Early childhood care and education en_US
dc.subject Statistical data en_US
dc.subject Data collection en_US
dc.subject Data analysis en_US
dc.subject Decision making en_US
dc.subject Preschool centres en_US
dc.subject Case studies en_US
dc.subject Conference papers en_US
dc.subject Tobago en_US
dc.subject Trinidad and Tobago en_US
dc.title Data driven decision making: A multisite case study in early childhood centres in Tobago [PowerPoint presentation] en_US
dc.type Presentation en_US


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