在专注于实践者的期刊中对CBM内容进行系统审查:我们是否谈论教学决策?
Erica C Fry1, Jessica R Toste1, Beth R Feuer1
1The University of Texas-Austin, USA.
Journal of learning disabilities
|December 7, 2023
概括
使用基于课程的测量 (CBM) 的基于数据的决策 (DBDM) 对学生的成绩是有效的. 然而,DBDM在CBM培训材料和从业者文章中代表性不足,这阻碍了教育工作者广泛采用DBDM.
科学领域:
- 教育心理学教育心理学
- 特殊教育 特殊教育
- 学术干预 学术干预
背景情况:
- 基于数据的决策 (DBDM) 使用基于课程的测量 (CBM) 有效地改善了学习障碍或学习障碍风险的学生的学业成果.
- 尽管有证实的好处,但DBDM并未被教育工作者一致实施,即使是那些收集CBM数据的人.
- 对CBM的DBDM方面的培训不足是其有限使用的潜在原因.
研究的目的:
- 为了在概念上复制 Espin等人. "关于DBDM在CBM专业发展材料中的表现的系统审查.
- 分析实践者关于CBM的期刊文章的内容,以评估DBDM的覆盖范围.
- 确定DBDM是否在实施CBM的教育工作者所使用的资源中得到了充分的代表.
主要方法:
- 对29篇与CBM相关的实践者期刊文章进行了系统审查.
- 文章被编码成四类:一般的CBM信息,进行CBM,基于数据的决策和其他.
- 内容分析侧重于每篇文章中关于DBDM的比例.
主要成果:
- 在分析的实践者关于CBM的文章中,DBDM约占了18%的内容.
- 这一发现反映了DBDM在CBM专业发展材料中之前被Espin等发现的不足 (12%-14%) 的代表性.
- 该研究表明,在CBM资源中,对DBDM的关注程度有限.
结论:
- 这些发现强化了在CBM培训和资源中更加强调基于数据的决策 (DBDM) 的需要.
- 建议在以实践者为重点的CBM材料中增加对DBDM的关注,以支持教育工作者有效使用CBM数据.
- 提高DBDM在CBM资源中的代表性可以帮助弥合研究证据和实际应用之间的差距.
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