教师对基于数据的个性化教学的持续支持:元分析与综合。

IF 2.4 2区 教育学 Q1 EDUCATION, SPECIAL Journal of Learning Disabilities Pub Date : 2025-01-01 Epub Date: 2024-09-05 DOI:10.1177/00222194241271335
Emma Shanahan, Seohyeon Choi, Jechun An, Bess Casey-Wilke, Seyma Birinci, Caroline Roberts, Emily Reno
{"title":"教师对基于数据的个性化教学的持续支持:元分析与综合。","authors":"Emma Shanahan, Seohyeon Choi, Jechun An, Bess Casey-Wilke, Seyma Birinci, Caroline Roberts, Emily Reno","doi":"10.1177/00222194241271335","DOIUrl":null,"url":null,"abstract":"<p><p>Although data-based individualization (DBI) has positive effects on learning outcomes for students with learning difficulties, this framework can be difficult for teachers to implement due to its complexity and contextual barriers. The first aim of this synthesis was to investigate the effects of ongoing professional development (PD) support for DBI on teachers' DBI knowledge, skills, beliefs, and fidelity and the achievement of preschool to Grade 12 students with academic difficulties. The second aim was to report on characteristics of this support and explore whether features were associated with effects. We identified 26 studies, 16 and 22 of which examined teacher and student outcomes, respectively. Meta-analyses indicated that the weighted mean effect size for DBI with ongoing support for teachers was <i>g</i> = 0.86 (95% confidence interval [CI] = [0.43, 1.28], <i>p</i> < .001, <i>I</i><sup>2</sup> = 83.74%, <i>k</i> = 46) and <i>g</i> = 0.31 for students (95% CI = [0.19, 0.42], <i>p</i> < .001, <i>I</i><sup>2</sup> = 61.38%, <i>k</i> = 103). We did not identify moderators of treatment effects. However, subset effects were descriptively larger for ongoing support that targeted data-based instructional changes or included collaborative problem-solving. Researchers may improve future DBI PD by focusing on support for teachers' instructional changes, describing support practices in greater detail, and advancing technological supports.</p>","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":" ","pages":"3-18"},"PeriodicalIF":2.4000,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11636021/pdf/","citationCount":"0","resultStr":"{\"title\":\"Ongoing Teacher Support for Data-Based Individualization: A Meta-Analysis and Synthesis.\",\"authors\":\"Emma Shanahan, Seohyeon Choi, Jechun An, Bess Casey-Wilke, Seyma Birinci, Caroline Roberts, Emily Reno\",\"doi\":\"10.1177/00222194241271335\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><p>Although data-based individualization (DBI) has positive effects on learning outcomes for students with learning difficulties, this framework can be difficult for teachers to implement due to its complexity and contextual barriers. The first aim of this synthesis was to investigate the effects of ongoing professional development (PD) support for DBI on teachers' DBI knowledge, skills, beliefs, and fidelity and the achievement of preschool to Grade 12 students with academic difficulties. The second aim was to report on characteristics of this support and explore whether features were associated with effects. We identified 26 studies, 16 and 22 of which examined teacher and student outcomes, respectively. Meta-analyses indicated that the weighted mean effect size for DBI with ongoing support for teachers was <i>g</i> = 0.86 (95% confidence interval [CI] = [0.43, 1.28], <i>p</i> < .001, <i>I</i><sup>2</sup> = 83.74%, <i>k</i> = 46) and <i>g</i> = 0.31 for students (95% CI = [0.19, 0.42], <i>p</i> < .001, <i>I</i><sup>2</sup> = 61.38%, <i>k</i> = 103). We did not identify moderators of treatment effects. However, subset effects were descriptively larger for ongoing support that targeted data-based instructional changes or included collaborative problem-solving. Researchers may improve future DBI PD by focusing on support for teachers' instructional changes, describing support practices in greater detail, and advancing technological supports.</p>\",\"PeriodicalId\":48189,\"journal\":{\"name\":\"Journal of Learning Disabilities\",\"volume\":\" \",\"pages\":\"3-18\"},\"PeriodicalIF\":2.4000,\"publicationDate\":\"2025-01-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11636021/pdf/\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Learning Disabilities\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1177/00222194241271335\",\"RegionNum\":2,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"2024/9/5 0:00:00\",\"PubModel\":\"Epub\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION, SPECIAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Learning Disabilities","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1177/00222194241271335","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2024/9/5 0:00:00","PubModel":"Epub","JCR":"Q1","JCRName":"EDUCATION, SPECIAL","Score":null,"Total":0}
引用次数: 0

摘要

尽管基于数据的个性化教学(DBI)对学习困难学生的学习成果有积极影响,但由于其复杂性和环境障碍,教师可能很难实施这一框架。本综述的第一个目的是调查持续的数据化个别化专业发展(PD)支持对教师的数据化个别化知识、技能、信念和忠诚度的影响,以及对学前班至十二年级有学习困难的学生的成绩的影响。第二个目的是报告这种支持的特点,并探讨这些特点是否与效果相关。我们确定了 26 项研究,其中 16 项和 22 项分别考察了教师和学生的成果。元分析表明,教师持续支持 DBI 的加权平均效应大小为 g = 0.86(95% 置信区间 [CI] = [0.43, 1.28],p < .001,I2 = 83.74%,k = 46),学生的效应大小为 g = 0.31(95% 置信区间 [CI] = [0.19, 0.42],p < .001,I2 = 61.38%,k = 103)。我们没有发现治疗效果的调节因素。然而,对于以基于数据的教学变革为目标或包括合作解决问题的持续支持而言,子集效应在描述上更大。研究人员可以通过关注对教师教学变革的支持、更详细地描述支持实践以及推进技术支持来改进未来的 DBI PD。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
查看原文
分享 分享
微信好友 朋友圈 QQ好友 复制链接
本刊更多论文
Ongoing Teacher Support for Data-Based Individualization: A Meta-Analysis and Synthesis.

Although data-based individualization (DBI) has positive effects on learning outcomes for students with learning difficulties, this framework can be difficult for teachers to implement due to its complexity and contextual barriers. The first aim of this synthesis was to investigate the effects of ongoing professional development (PD) support for DBI on teachers' DBI knowledge, skills, beliefs, and fidelity and the achievement of preschool to Grade 12 students with academic difficulties. The second aim was to report on characteristics of this support and explore whether features were associated with effects. We identified 26 studies, 16 and 22 of which examined teacher and student outcomes, respectively. Meta-analyses indicated that the weighted mean effect size for DBI with ongoing support for teachers was g = 0.86 (95% confidence interval [CI] = [0.43, 1.28], p < .001, I2 = 83.74%, k = 46) and g = 0.31 for students (95% CI = [0.19, 0.42], p < .001, I2 = 61.38%, k = 103). We did not identify moderators of treatment effects. However, subset effects were descriptively larger for ongoing support that targeted data-based instructional changes or included collaborative problem-solving. Researchers may improve future DBI PD by focusing on support for teachers' instructional changes, describing support practices in greater detail, and advancing technological supports.

求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
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.
期刊最新文献
Derivational Morphology Training in French-Speaking 9- to 14- Year-Old Children and Adolescents With Developmental Dyslexia: Does It Improve Morphological Awareness, Reading, and Spelling Outcome Measures? Graph Out Loud: Pre-Service Teachers' Data Decisions and Interpretations of CBM Progress Graphs. What Environments Support Reading Growth Among Current Compared With Former Reading Intervention Recipients? A Multilevel Analysis of Students and Their Schools. Ongoing Teacher Support for Data-Based Individualization: A Meta-Analysis and Synthesis. The Individuals With Disabilities Education Act: Clarifying the Relationship Between Free Appropriate Public Education and Least Restrictive Environment
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
已复制链接
已复制链接
快去分享给好友吧!
我知道了
×
扫码分享
扫码分享
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1