Books & Resources

 

Books

 

Rankin, J. G. (2017). Data system-embedded analysis support’s implications for Latino students and diverse classrooms. In C. Curran & A. Petersen (Eds.), Handbook of Research on Classroom Diversity and Inclusive Education Practice, (pp. TBD-TBD). Hershey, PA: IGI Global. doi:TB

Rankin, J. G. (2017). First aid for teacher burnout: How you can find peace and success. New York, NY: Routledge/Taylor & Francis.

Rankin, J. G. (2016). Engaging & challenging gifted students: Tips for supporting extraordinary minds in your classroom. Alexandra, VA: ASCD.

Rankin, J. G. (2016). Standards for reporting data to educators: What educational leaders should know and demand. New York, NY: Routledge/Taylor & Francis.

Rankin, J. G. (2016). How to make data work: A guide for educational leaders. New York, NY: Routledge. ISBN 978-1-315-66586-3 [Details: http://www.routledge.com/books/details/9781138956155/]

Rankin, J. G. (2016). Designing data reports that work: A guide for creating data systems in schools and districts. New York, NY: Routledge. ISBN 978-1-315-66584-9 [Details: http://www.routledge.com/books/details/9781138956186/]

Rankin, J. G. (2015). Data system-embedded guidance significantly improves data analyses by making data ‘over-the-counter’ for users. In J. T. Martins & A. Molnar (Eds.), Handbook of Research on Innovations in Information Retrieval, Analysis, and Management. Hershey, PA: IGI Global. doi:10.4018/978-1-4666-8833-9  (http://www.igi-global.com/book/handbook-research-innovations-information-retrieval/129614).

Rankin, J. G. (2013). Over-the-counter data’s impact on educators’ data analysis accuracy. ProQuest Dissertations and Theses, 3575082. Retrieved from http://pqdtopen.proquest.com/doc/1459258514.html?FMT=ABS

 

PAPERS & ARTICLES

 

Rankin, J. G. (2017, October 10). Empowering Students of Color (Part 5 of 8). Psychology Today. Retrieved from www.psychologytoday.com/blog/much-more-common-core/201710/empowering-students-color-part-5-8

Rankin, J. G. (2017, September). Our life members: Let’s get to know current and new life members of Mensa. Mensa Bulletin: The Magazine of American Mensa, 608(2017), 40-41.

Rankin, J. G. (2017, September 18). Empowering Students of Color (Part 4 of 8). Psychology Today. Retrieved from www.psychologytoday.com/blog/much-more-common-core/201709/empowering-students-color-part-4-8

Rankin, J. G. (2017, September 18). Response from Jenny Grant Rankin. In L. Ferlazzo (Ed.), Response: New teachers must create a 'balance'. Education Week. Retrieved from http://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2017/09/response_new_teachers_must_create_a_balance.html

Rankin, J. G. (2017, August 22). Empowering Students of Color (Part 3 of 8). Psychology Today. Retrieved from https://www.psychologytoday.com/blog/much-more-common-core/201708/empowering-students-color-part-3-8

Rankin, J. G. (2017, August 4). Commentary: Community must come together to help teachers avoid burnout. Los Angeles Times: Daily Pilot. Retrieved from http://www.latimes.com/socal/daily-pilot/opinion/tn-dpt-me-commentary-saturday-20170804-story.html

Rankin, J. G. (2017, August 1). Empowering Students of Color (Part 2 of 8). Psychology Today. Retrieved from https://www.psychologytoday.com/blog/much-more-common-core/201708/empowering-students-color-part-2-8

Rankin, J. G. (2017, June 29). Empowering Students of Color (Part 1 of 8). Psychology Today. Retrieved from https://www.psychologytoday.com/blog/much-more-common-core/201708/empowering-students-color-part-2-8

Rankin, J. G. (2017, June 28). Response from Jenny Grant Rankin. In L. Ferlazzo (Ed.), Response: Leaders can support innovation by 'listening more & speaking less'. Education Week. Retrieved from http://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2017/06/response_leaders_can_support_innovation_by_listening_more_speaking_less.html?cn=bWVudGlvbg%3D%3D

Rankin, J. G. (2017, June 14). Response from Jenny Grant Rankin. In L. Ferlazzo (Ed.), Response: Career-changers are 'attractive teaching candidates' Education Week. Retrieved from http://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2017/06/response_career-changers_are_attractive_teaching_candidates.html?cn=bWVudGlvbg%3D%3D

Rankin, J. G. (2017, May 20). Response from Jenny Grant Rankin. In L. Ferlazzo (Ed.), Response: The toughest part of teaching is.... Education Week. Retrieved from http://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2017/05/response_the_toughest_part_of_teaching_is.html

Rankin, J. G. (2017, May 9). Build data products to be “over-the-counter”. TIBCO. Retrieved from www.tibco.com/blog/2017/05/09/build-data-products-to-be-over-the-counter

Rankin, J. G. (2017, May 6). Overstimulation and the teaching mind. Psychology Today. Retrieved from https://www.psychologytoday.com/blog/much-more-common-core/201705/overstimulation-and-the-teaching-mind

Rankin, J. G. (2017, April 10). Teacher burnout & a well organized class. Showbie. Retrieved from http://go.showbie.com/how-to-prevent-teacher-burnout

Rankin, J. G. (2017, January 30). The teacher burnout epidemic (Part 2 of 2). Psychology Today. Retrieved from https://www.psychologytoday.com/blog/much-more-common-core/201702/the-teacher-burnout-epidemic-part-2-

Rankin, J. G. (2017, January 7). Response from Jenny Grant Rankin. In L. Ferlazzo (Ed.), Response: Challenging moments in teaching. Education Week. Retrieved from http://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2017/01/response_challenging_moments_in_teaching.html?r=195374145

Rankin, J. G. (2016, November 16). The Teacher Burnout Epidemic (Part 1 of 2). Psychology Today. Retrieved from https://www.psychologytoday.com/blog/much-more-common-core/201611/the-teacher-burnout-epidemic-part-1-

Rankin, J. (2016). Data systems and reports as active participants in data interpretation. Universal Journal of Educational Research, 4(11), 2493 - 2501. doi: 10.13189/ujer.2016.04110

Rankin, J. G. (2016, August 10). Gifted programs’ embarrassing secret: Changes are needed to achieve fair inclusion. Psychology Today. Retrieved from https://www.psychologytoday.com/blog/much-more-common-core/201608/gifted-programs-embarrassing-secret

Rankin, J. G. (2016, August). Over-the-counter data: The heroics of creating easily interpreted information. Mensa Bulletin: The Magazine of American Mensa, 597(2016), 22-26.

Rankin, J. G. (2016, August). GATE’s Embarrassing Secret. Mensa Oracle, 46(2), 6.

Rankin, J. G. (2015, December 15). Using data to avoid gender disparity in English-Language Arts classroom. In K. Macro (Ed.), GALA Journal: A Journal of the Gender in Literacy and Life Assembly, 21(2015), 43-49.

Rankin, J. G. (2015, November). Data report design makes or breaks data use: Evaluate your data system’s ability to communicate effectively. Educational Leadership, 73(3), 5.

Rankin, J. G. (2015). Data helps educators target gender issues if the data is poised to be understood. In K. Macro (Ed.), The Women in Literacy and Life Assembly (WILLA) of the National Council of Teachers of English (NCTE) Journal. National Council of Teachers of English (NCTE).

Rankin, J., Johnson, M., & Dennis, R. (2015, March 2). Research on implementing big data: Technology, people, & processes. In M. Searson & M. Ochoa (Eds.), Proceedings of Society for Information Technology & Teacher Education (SITE) International Conference 2015(1). Chesapeake, VA: AACE.

Rankin, J. G. (2015, May 4). Who is really responsible for bad data use? EdCircuit. Retrieved from http://www.edcircuit.com/who-is-really-responsible-for-bad-data-use/

Rankin, J. G. (2014, August 24). Three ways data helps educators prepare for the first day of school. Ed-Fi Alliance Blog. Retrieved from http://www.ed-fi.org/blog/2014/08/three-ways-data-helps-educators-prep-first-day-school/

Rankin, J. G. (2014, July 31). Make the most of student data. International Society for Technology in Education (ISTE) EdTechHub. Retrieved from http://www.iste.org/explore/articleDetail?articleid=120

Rankin, J. G. (2014, Summer). Universal design for educators, too. OnCUE Journal, (36)2, 22-23.

Rankin, J. G. (2014, June 28). When data systems actively support data analysis. EdSurge. Retrieved from https://www.edsurge.com/n/2014-06-28-when-data-systems-actively-support-data-analysis

Rankin, J. G. (2014, May 22). Over-the-counter data: Don’t swallow anything without a label. EdTech Review. Retrieved from http://edtechreview.in/trends-insights/trends/1200-over-the-counter-data-don-t-swallow-anything-without-a-label

Rankin, J. (2014, March 17). Reporting data with “over-the-counter” data analysis supports improves educators’ data analyses. In M. Searson & M. Ochoa (Eds.), Proceedings of Society for Information Technology & Teacher Education (SITE) International Conference 2014(1), 900-911. Chesapeake, VA: AACE. [Also available at http://www.editlib.org/p/136545/]

Rankin, J. G. (2014, January 7). Better data use requires better data systems. eSchool News. Retrieved from http://www.eschoolnews.com/2014/01/07/better-data-systems-345/?

Rankin, J. G. (2013, December/Winter). Remedying educators’ data analysis errors with over-the-counter data. CCNews: Newsletter of the California Council on Teacher Education, 24(4), 14-21. San Francisco, CA: Caddo Gap Press. [Also available at http://ccte.org/wp-content/pdfs-newsletters/ccte-news-2013-winter.pdf]

Rankin, J. G. (2013, October 25). Pushing edtech’s responsibility to communicate feedback effectively. Edtech Women. Retrieved from http://edtechwomen.com/blog/2013/10/25/pushing-edtechs-responsibility-to-communicate-feedback-effectively

Rankin, J. G. (2013, June 3). Featured article: What data reporting systems can learn from medicine labeling. EdSurge. Retrieved from https://www.edsurge.com/n/2013-06-03-opinion-what-data-reporting-systems-can-learn-from-medicine-labeling

Rankin, J. G. (2013, May 2). Over-the-counter data is the next frontier for data in edtech. Edukwest. Retrieved from http://www.edukwest.com/over-the-counter-data-is-the-next-frontier-for-data-in-edtech/

 

Daily Updates on Twitter

 

New research and other expert sources related to OTCD are shared nearly every day on Twitter at @OTCData. Keep an eye on the Presentations and Blog pages of this site for other updates. To avoid missing anything new, use the Subscribe page to automatically receive each new blog entry in your email inbox. 

   

OTCD Standards and Research Paper

 

Data systems/reports should adhere to OTCD standards, designed to increase the accuracy with which educators analyze the data being displayed.

 

OTCD COMPONENTS/OVERVIEW

 

OTCD Standards involve  5 components, each with its own OTCD standards:

 

SUPPLEMENTAL DOCUMENTATION TEMPLATEs & Examples

 

Templates for creating reference sheets and reference guides, as well as "real life" samples, are provided here so you can make your own report-specific supplemental documentation:

Results from a quantitative study on OTCD components indicates increases of data analysis accuracy by up to 436% when educators use supplemental documentation while analyzing data.

 

Data & Questions to Support

 

The data types educators use, as well as the questions they seek to answer, are somewhat infinite. Data systems should provide reporting capabilities to support all key data types, as well as reports allowing educators to answer key questions related to this data. Examples of key data and questions can help:

 

Data Use Standards

 

To better understand what data knowledge and skills educators should possess, refer to SLDS Data Use Standards: Knowledge, Skills, and Professional Behaviors for Effective Data Use (via the Statewide Longitudinal Data Systems Grant Program, 2015), available at https://slds.grads360.org/#program/data-use-standards. These standards serve as a comprehensive resource in many other areas of data use, as well, and are worth examining.

 

OTHER STANDARDS

National standards have been available over the last 2 decades to offer guidance concerning the best way to communicate test results (standards applicable to data systems & data system reports should be balanced with an understanding of data display research):

National Council on Measurement in Education: Code of Professional Responsibilities in Educational Measurement Responsibilities of Those Who Interpret, Use, and Communicate Assessment Results (National Council on Measurement in Education, 1995): http://ncme.org/resource-center/code-of-professional-responsibilities-in-educational-measurement/

American Educational Research Association (AERA) Standards for Educational & Psychological Testing (AERA, American Psychological Association, & National Council on Measurement in Education, 2014 update on 1999 version): http://www.aera.net/Publications/OnlineStore/BooksPublications/tabid/11736/BKctl/ViewDetails/SKU/AERWSTDEPTNEW/Default.aspx

Code of Fair Testing Practices in Education Reporting & Interpreting Test Results (Joint Committee on Testing Practices, 2004): http://www.apa.org/science/programs/testing/fair-code.aspx

 

 Data Visualization Experts Not Exclusive to Education

 

Experts who study and write about data visualization as it applies to all fields (e.g., graphing data outside of Education, which includes many aspects that can be applied to - and/or modified for - OTCD) include:

 

Organizations/Memberships