Training Preservice Teachers to Make Data-Based Decisions: A Comparison of Two Interventions

IF 2.3 3区 教育学 Q1 EDUCATION, SPECIAL Remedial and Special Education Pub Date : 2024-01-28 DOI:10.1177/07419325231222482
Meka N. McCammon, Katie Wolfe, Ruiqin Gao, Angela Starrett
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Abstract

Data-based decision-making, which involves evaluating students’ progress and making instructional decisions, is an integral competency for preservice teachers. Several studies have found that visual aids, such as decision-making models, may be an effective way to train preservice teachers to make instructional decisions. The purpose of this study was to investigate the effects of a decision-making model, with and without supplemental online instruction, on preservice teachers’ accuracy in identifying data patterns and making data-based decisions. Results showed that participants in both the decision-making model only and online training plus decision-making model groups had greater accuracy compared with participants who received no training. However, there were no significant differences between the two treatment groups, suggesting that the decision-making model may stand alone as an effective intervention to train preservice teachers to identify a data-based decision. Implications for research and practice are discussed.
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培训职前教师做出基于数据的决策:两种干预措施的比较
基于数据的决策涉及评估学生的进步和做出教学决策,是职前教师不可或缺的能力。一些研究发现,决策模型等直观教具可能是培训职前教师做出教学决策的有效方法。本研究的目的是调查在有和没有辅助在线指导的情况下,决策模型对职前教师识别数据模式和做出基于数据的决策的准确性的影响。结果表明,与未接受培训的学员相比,决策模型组和在线培训加决策模型组的学员都具有更高的准确性。然而,两个处理组之间没有明显差异,这表明决策模型可以单独作为一种有效的干预措施,培训职前教师识别基于数据的决策。本文讨论了研究和实践的意义。
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来源期刊
Remedial and Special Education
Remedial and Special Education EDUCATION, SPECIAL-
CiteScore
5.70
自引率
8.30%
发文量
28
期刊介绍: Remedial and Special Education (RASE) is devoted to the discussion of issues involving the education of persons for whom typical instruction is not effective. Emphasis is on the interpretation of research literature and recommendations for the practice of remedial and special education. Appropriate topics include, but are not limited to, definition, identification, assessment, characteristics, management, and instruction of underachieving and exceptional children, youth, and adults; related services; family involvement; service delivery systems; legislation; litigation; and professional standards and training.
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