Analyzing Problems in Schools and School Systems

Gaynor, Alan K.

doi:10.4324/9780203053744

Cited by 6 publications

(7 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Daha iyi okullar tasarlamak için de değerlendirme önem ve öncelik taşır (Schlechty, 1997). Ancak her alanda olduğu gibi eğitimde de değerlendirme çok amaçlı, çok değişkenli ve çok ölçütlüdür (Gaynor, 1998;Anderson, 2001 Her birini diğerinden ayıran, biricik yapan ayrıntılar bulunmaktadır:…”

Section: Alan Yazin İncelemesi̇unclassified

6. A Correlational inferences from Times Higher Education 2017 World University Ranking

Baykal¹

2017

Pressacademia

View full text Add to dashboard Cite

Section: Alan Yazin İncelemesi̇unclassified

6. A Correlational inferences from Times Higher Education 2017 World University Ranking

Baykal¹

2017

Pressacademia

View full text Add to dashboard Cite

“…To illustrate, Panel A in Fig. 4 presents a causal loop diagram depicting basic dynamics of diet, exercise and insulin within the glucose metabolism system largely inspired by a diagram developed by Gaynor (1998, p. 121). Panel b presents an expanded diagram depicting the three common clinical strategies for managing Type I diabetes (using two mechanisms of diet, exercise and insulin) (Lehmann et al 2011).…”

Section: Discussionmentioning

confidence: 99%

“…Panel c model boundaries chart for panel b diagram. Panel A presents a causal loop diagram illustrating the putative causal sequences that keep the blood sugar metabolism system balanced, heavily inspired by a similar diagram developed by Gaynor (1998). An arrow connecting two variables indicates that a change in the first causes a change in the second, all other things being equal.…”

Section: Figmentioning

confidence: 99%

Toward Rigorous Idiographic Research in Prevention Science: Comparison Between Three Analytic Strategies for Testing Preventive Intervention in Very Small Samples

et al. 2013

View full text Add to dashboard Cite

Psychosocial prevention research lacks evidence from intensive within-person lines of research to understand idiographic processes related to development and response to intervention. Such data could be used to fill gaps in the literature and expand the study design options for prevention researchers, including lower-cost yet rigorous studies (e.g., for program evaluations), pilot studies, designs to test programs for low prevalence outcomes, selective/indicated/ adaptive intervention research, and understanding of differential response to programs. This study compared three competing analytic strategies designed for this type of research: autoregressive moving average, mixed model trajectory analysis, and P-technique. Illustrative time series data were from a pilot study of an intervention for nursing home residents with diabetes (N=4) designed to improve control of blood glucose. A within-person, intermittent baseline design was used. Intervention effects were detected using each strategy for the aggregated sample and for individual patients. The P-technique model most closely replicated observed glucose levels. ARIMA and P-technique models were most similar in terms of estimated intervention effects and modeled glucose levels. However, ARIMA and P-technique also were more sensitive to missing data, outliers and number of observations. Statistical testing suggested that results generalize both to other persons as well as to idiographic, longitudinal processes. This study demonstrated the potential contributions of idiographic research in prevention science as well as the need for simulation studies to delineate the research circumstances when each analytic approach is optimal for deriving the correct parameter estimates.

show abstract

“…Problem-based inquiry is a data-intensive analysis and program intervention planning tool that teams of educators working in elementary and secondary school settings can use to systematize and focus their efforts in identifying and addressing student learning problems (Copland, 2003;Gaynor, 1998). A significant benefit of the problem-based inquiry approach is that educators can use this approach to develop and implement sets of meaningful, data analysis-informed program intervention designs and creative action strategies that can have real potential for directly addressing "at risk" students' complex learning challenges in high needs schools.…”

Section: Problem-based Inquiry As a Flexible Tool For Energizing Learmentioning

confidence: 99%

Some Illustrated Comments on Designing and Conducting Problem-Based Inquiry in High Needs School Districts

Claudet¹

2015

OJL

View full text Add to dashboard Cite

This article provides an overview of the use of problem-based inquiry as a data analysis and problem solving tool to energize educators' teaching and learning improvement efforts in high needs elementary and secondary schools. Components of the problem-based inquiry method are described along with a presentation and discussion of the applied use of problem-based inquiry by collaborative teams of educators in selected elementary and secondary school case situations. The article includes examples of practical sets of actionable school improvement plans, incorporating targeted intervention programs and multiple teaching and learning improvement strategies, which educators can develop and implement as part of their problem-based data analysis and intervention design efforts.

show abstract

Analyzing Problems in Schools and School Systems

Cited by 6 publications

References 0 publications

6. A Correlational inferences from Times Higher Education 2017 World University Ranking

6. A Correlational inferences from Times Higher Education 2017 World University Ranking

Toward Rigorous Idiographic Research in Prevention Science: Comparison Between Three Analytic Strategies for Testing Preventive Intervention in Very Small Samples

Some Illustrated Comments on Designing and Conducting Problem-Based Inquiry in High Needs School Districts

Contact Info

Product

Resources

About