Teacher Predictors of Student Progress in Data-Based Writing Instruction: Knowledge, Skills, Beliefs, and Instructional Fidelity.

IF 2.4 2区 教育学 Q1 EDUCATION, SPECIAL Journal of Learning Disabilities Pub Date : 2023-11-01 Epub Date: 2023-03-19 DOI:10.1177/00222194231157720
Emma Shanahan, Kristen L McMaster, Britta Cook Bresina, Nicole M McKevett, Seohyeon Choi, Erica S Lembke
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Abstract

Teacher-level factors are theoretically linked to student outcomes in data-based instruction (DBI; Lembke et al., 2018). Professional development and ongoing support can increase teachers' knowledge, skills, and beliefs related to DBI, as well as their instructional fidelity (McMaster et al., 2020). However, less is known about how each of these teacher-level factors influences student progress during an intervention. The purpose of this study was to examine the association between several important teacher-level factors-teachers' writing instruction fidelity, knowledge and skills related to DBI, explicit writing orientation, and writing instruction self-efficacy-and students' writing growth. Participants were 49 U.S. elementary teachers and their 118 students struggling with early writing skills. Using hierarchical linear modeling, we found a significant positive relation between DBI knowledge and skills and student writing growth, but no relation was found between writing instruction fidelity, writing orientation, or self-efficacy and student writing growth. Implications for writing instruction fidelity measurement in DBI and professional development related to teachers' DBI knowledge and skills are discussed.

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在基于数据的写作指导中,教师对学生进步的预测:知识、技能、信念和教学忠诚。
在基于数据的教学中,教师水平的因素理论上与学生的成绩有关(DBI;Lembke等人,2018)。专业发展和持续支持可以提高教师与DBI相关的知识、技能和信念,以及他们的教学忠诚度(McMaster等人,2020)。然而,对于这些教师层面的因素中的每一个如何在干预期间影响学生的进步,人们知之甚少。本研究的目的是检验教师写作教学忠诚度、与DBI相关的知识和技能、明确的写作取向、写作教学自我效能感等几个重要的教师层面因素与学生写作成长之间的关系。参与者包括49名美国小学教师和118名在早期写作技能方面苦苦挣扎的学生。使用层次线性模型,我们发现DBI知识和技能与学生写作成长之间存在显著的正相关关系,但写作教学忠诚度、写作取向或自我效能感与学生写作生长之间没有关系。讨论了DBI中写作教学保真度测量的意义,以及与教师DBI知识和技能相关的专业发展。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
7.60
自引率
3.30%
发文量
30
期刊介绍: The Journal of Learning Disabilities (JLD), a multidisciplinary, international publication, presents work and comments related to learning disabilities. Initial consideration of a manuscript depends upon (a) the relevance and usefulness of the content to the readership; (b) how the manuscript compares to other articles dealing with similar content on pertinent variables (e.g., sample size, research design, review of literature); (c) clarity of writing style; and (d) the author"s adherence to APA guidelines. Articles cover such fields as education, psychology, neurology, medicine, law, and counseling.
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