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

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dc.contributor.authorAbdul-Majied, Sabeerah
dc.contributor.authorDe Lisle, Jerome
dc.contributor.authorHerbert, Susan
dc.contributor.authorGayah-Batchasingh, Alicia
dc.contributor.authorMcMillan-Solomon, Sabrina
dc.contributor.authorMohammed, Rhoda
dc.contributor.authorGlasgow-Charles, Kimberly
dc.contributor.authorThornhill, Ann
dc.date.accessioned2013-07-22T15:15:58Z
dc.date.available2013-07-22T15:15:58Z
dc.date.issued2013-07-22
dc.descriptionPaper presented at the Biennial Conference of The University of the West Indies Schools of Education, 23-25 April, 2013, St. Augustine, Trinidad and Tobagoen_US
dc.description.abstractData-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 identifieden_US
dc.identifier.urihttps://hdl.handle.net/2139/16221
dc.language.isoenen_US
dc.subjectEarly childhood care and educationen_US
dc.subjectStatistical dataen_US
dc.subjectData collectionen_US
dc.subjectData analysisen_US
dc.subjectDecision makingen_US
dc.subjectPreschool centresen_US
dc.subjectCase studiesen_US
dc.subjectConference papersen_US
dc.subjectTobagoen_US
dc.subjectTrinidad and Tobagoen_US
dc.titleData driven decision making: A multisite case study in early childhood centres in Tobago [PowerPoint presentation]en_US
dc.typePresentationen_US

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2013 UWI Schools of Education Biennial Conference