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Special Education Teachers' Perceptions and Intentions Toward Data Collection.

Lisa A Ruble1, John H McGrew2, Wing Hang Wong1

  • 1University of Kentucky, Lexington, KY, USA.

Journal of Early Intervention
|February 19, 2019
PubMed
Summary
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Special educators struggle with data-based decision making. Perceived behavioral control, not just intention, is key for actual data collection in early childhood special education.

Area of Science:

  • Education
  • Psychology

Background:

  • Data-based decision making (DBDM) is an evidence-based practice crucial for effective education.
  • Many special educators face challenges integrating DBDM into daily routines.
  • Understanding factors influencing data collection is vital for improving educational outcomes.

Purpose of the Study:

  • To investigate influences on early childhood special educators' intentions and behaviors regarding data collection.
  • To apply the Theory of Planned Behavior (TPB) to understand these influences.
  • To identify key predictors of actual data collection in special education settings.

Main Methods:

  • Utilized the Theory of Planned Behavior (TPB) framework.
  • Assessed attitude, social norms, and perceived behavioral control related to data collection.
Keywords:
data collectionself-efficacyspecial educationtheory of planned behavior

Related Experiment Videos

  • Measured teacher self-efficacy and administrative support.
  • Correlated these factors with both intention and actual data collection behaviors.

    • Main Results:

    • Attitude, social norms, and perceived behavioral control positively correlated with intention to collect data.
    • Only perceived behavioral control of barriers positively correlated with actual data collection.
    • Perceived behavioral control explained the most variance in actual data collection behavior.
    • Teacher self-efficacy and administrative support correlated with intention but not behavior.

    Conclusions:

    • Perceived behavioral control is a critical factor for enabling actual data collection among special educators.
    • Interventions should focus on enhancing perceived control to improve data collection practices.
    • Addressing barriers is essential for successful implementation of data-based decision making in education.