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Wrong Judith Little?

Judith Warren Little

Professor

Berkeley

HQ Phone:  (510) 845-7793

Email: j***@***.edu

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I agree to the Terms of Service and Privacy Policy. I understand that I will receive a subscription to ZoomInfo Community Edition at no charge in exchange for downloading and installing the ZoomInfo Contact Contributor utility which, among other features, involves sharing my business contacts as well as headers and signature blocks from emails that I receive.

Berkeley

2736 Bancroft Way

Berkeley, California,94704

United States

Company Description

The first school of public health west of the Mississippi, the University of California, Berkeley, School of Public Health was founded in 1943 on the Berkeley campus. It is one of 50 schools accredited by the Council on Education for Public Health. The UC Berk... more.

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Web References(64 Total References)


Performance Assessment for California Teachers - Contact and Staff Info

www.pacttpa.org [cached]

Judith Warren Little, UC-Berkeley


News & Events - Berkeley Review of Education

www.berkeleyreviewofeducation.com [cached]

9:55-10:45 Judith Warren Little, Professor, UC Berkeley


Board of Directors - National Writing Project

www.nwp.org [cached]

Judith Warren Little, Chair
Professor of the Graduate School; Carol Liu Professor of Education Policy, emerita University of California, Berkeley,


www.schoolleadership20.com

In this thoughtful American Journal of Education article, Judith Warren Little of the University of California/Berkeley says there is very little good research on what teachers actually do when they engage in data-based decision making.
She suggests that researchers zoom in on the details of teachers' work, using a "micro-process" lens to get a better sense of what works and what doesn't work when teachers look at interim assessment data. Micro-process research has been used to see what goes on when a doctor conducts a standard medical interview of a patient. Close observation of the human dynamics has revealed that the doctor's questions often focused on biomedical data, ignoring the patient's efforts to introduce "lifeworld" information. "More specifically," says Little, "an interview structure that privileged short answers to a physician's questions about symptoms tended to silence, constrain, or interrupt longer patient narratives that might have served as a resource in medical diagnosis and treatment." In schools, micro-process studies have helped spotlight the dreary "I-R-E" (Initiate-Reply-Evaluate) classroom dynamic - the teacher asks a question, a student responds, the teacher says whether it's right or wrong, and the cycle repeats itself. Little summarizes six studies that closely observed teachers as they worked with data. "Teachers' inferences from these written records of student work - inferences about what students 'must have been thinking' - were challenged when the teachers started more systematically to elicit students' verbal explanations of what they had done and how they were thinking and to report those classroom conversations alongside the work that students produced," says Little. Open-ended analysis of a small sample of student work on common instructional tasks proved more helpful than looking at all-class data; the latter tended to focus "on the correctness or incorrectness of student responses with little attention to evidence of the reasoning behind the response," says Little. "Understanding Data Use Practice Among Teachers: The Contribution of Micro-Process Studies" by Judith Warren Little in American Journal of Education, February 2012 (Vol. 118, #2, p. 143-166), http://bit.ly/Hb2ktu


SOAR for Youth

www.soarforyouth.org [cached]

Judith W. Little, PhD
Professor and Dean, Graduate School of Education, UC Berkeley


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