Bibliography for: "No more random acts of teaching: high levels of achievement are the result of systematic, targeted and purposeful instruction. Without data, instruction becomes a series of well-intentioned but essentially random acts of teaching"

Dennis Fox "No more random acts of teaching: high levels of achievement are the result of systematic, targeted and purposeful instruction. Without data, instruction becomes a series of well-intentioned but essentially random acts of teaching". Leadership. FindArticles.com. 30 Dec, 2009. http://findarticles.com/p/articles/mi_m0HUL/is_2_31/ai_80634050/

Leadership

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Articles in Nov-Dec, 2001 issue of Leadership

• Data analysis demystified: standardized tests don't do what matters most — meeting the immediate needs of individual students. That's why schools must design, deliver and analyze additional sources of meaningful student data
  by Dave Ackley
• Who buys blue bananas? Check the data! Good data can lead to exciting decisions that lead to learning
  by George Manthey
• Feedback in a flash … computerized tests provide detailed information that helps shape the curriculum and tracks growth in clovis usd. Aligned with district and state standards, the on-demand tests adjust to meet achievement levels of individual stu
  by Ginny Boris
• Texas-style school improvement: after adapting the Brazosport, Texas, model, Hesperia USD refocused its energy on narrowing the achievement gap. Their new plan calls for aligning curriculum, teaching and learning with assessment — simple, but not eas
  by Richard E. Bray
• No more random acts of teaching: high levels of achievement are the result of systematic, targeted and purposeful instruction. Without data, instruction becomes a series of well-intentioned but essentially random acts of teaching
  by Dennis Fox
• Survive or thrive? Turning state mandates into local results: Monrovia's accountability system ensures that tests do not become ends in themselves. Instead, principals & teachers work together on targeted strategies to improve teaching and learning
  by Joel Shawn
• Software for hard data: it can be difficult to transform the mountains of data school leaders are faced with into valuable information. Quality school portfolio is a free software program that can help teachers and administrators analyze and report data,
  by Benjamin Eller
• Making music together: a metaphor: rampant private practice can bring cacophony to our schools
  by Dennis R. Parker
• Using the right data in the right ways
  by Don Iglesias
• Right from the start helping students pass the HSEE: students who fail to pass the high school exit exam the first time may be at risk of dropping out. New approaches to data analysis, now being used in the private sector, offer a more scientific method o
  by Phil Morse
• Beyond data mania: educators must not only learn the skill of data analysis, but develop the disposition to seek and use evidence in decision-making throughout the school. This requires new habits and attitudes toward data use
  by Kate Jamentz
• Special delivery: elements of instruction: the best model for delivery of instruction has been around for 30 years, yet its use is sporadic in most of the nation's schools. Here are the basic components of the data-driven mastery teaching model
  by Carolyn Downey