The Impact of Professional Development on Data-Based Decision-Making for Students With Extensive Support Needs

IF 2.3 3区 教育学 Q1 EDUCATION, SPECIAL Remedial and Special Education Pub Date : 2023-04-29 DOI:10.1177/07419325231164636
Lindsay Ruhter, Meagan Karvonen
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Abstract

There is evidence that data-based decision-making (DBDM) can improve outcomes for a wide range of students. However, less is known about how special education teachers are trained to use data to inform instruction that targets academic progress for students with extensive support needs (ESN). The purpose of this systematic literature review was to describe the intervention literature on professional development (PD) on teachers’ use of DBDM for students with ESN. Eight studies were identified. The DBDM interventions primarily targeted teachers’ decision-making related to instruction in individualized curricular goals or academics in functional contexts and were driven by data on isolated skills and concrete decision rules. All but one study documented some improvement in teacher or student outcomes after DBDM PD. Suggestions for future research, limitations of this review, and implications for practice including student progress in the general education curriculum are discussed.
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专业发展对有广泛支持需求的学生基于数据的决策的影响
有证据表明,基于数据的决策(DBDM)可以改善很多学生的成绩。然而,对于如何训练特殊教育教师使用数据来指导针对有广泛支持需求(ESN)的学生的学业进步的教学,人们知之甚少。本系统文献综述的目的是描述专业发展(PD)对教师对ESN学生使用DBDM的干预文献。8项研究被确认。DBDM干预主要针对教师在个性化课程目标或功能背景下的学术教学方面的决策,并由孤立技能和具体决策规则的数据驱动。除了一项研究外,所有研究都记录了DBDM PD后教师或学生的成绩有所改善。本文将讨论未来研究的建议、本研究的局限性,以及对实践的启示,包括学生在通识教育课程中的进步。
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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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