Exploring Predictors of Teachers' Sustained Use of Data-Based Instruction

Area of Science:

• Education
• Psychology
• Educational Psychology

Background:

• The COVID-19 pandemic necessitated rapid shifts in educational delivery and professional development.
• Sustained implementation of instructional strategies, such as data-based instruction (DBI), is crucial for student outcomes.
• Understanding factors influencing sustained DBI use is vital for effective teacher training and support.

Purpose of the Study:

• To identify predictors of sustained teacher use of data-based instruction (DBI) during the COVID-19 pandemic.
• To evaluate the extent to which these predictors explained sustained DBI use post-programmatic support.
• To inform future professional development designs for intensive early writing instruction.

Main Methods:

• Logistic regression analysis of survey data from 58 teachers participating in a professional development efficacy trial.
• Teachers reported on their sustained use of DBI in writing instruction.
• Comparison between a full treatment group (tools, modules, coaching) and a control group (tools, modules).

Main Results:

• Teachers receiving full programmatic support (20 weeks of intervention including coaching) showed a higher probability of sustained DBI use compared to the control group.
• In-person teaching modality was associated with a greater likelihood of sustained DBI use than remote or hybrid models.
• Increased number of reported facilitators positively correlated with sustained use of DBI components.

Conclusions:

• Comprehensive professional development, particularly with coaching, enhances sustained use of data-based instruction.
• Teaching modality and the availability of support facilitators are significant factors in the long-term adoption of instructional practices.
• Further research is needed to explore the differential impact of various facilitator types and support levels on DBI sustainability.