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图表大声:服务前教师的数据决策和CBM进度图表的解释

Jessica R Toste^1,2, Marissa J Filderman³, Nathan H Clemens^1,2

¹The University of Texas at Austin, USA.

Journal of learning disabilities

|February 28, 2024

概括

服务前的特殊教育教师在解释基于课程的测量 (CBM) 图表用于基于数据的教学 (DBI) 时表现出不一致的决策. 他们的教学变更决策经常受到图表特征的影响,导致过早的变化.

科学领域:

特殊教育特殊教育
教育心理学教育心理学
学习障碍研究学习障碍研究

背景情况:

基于数据的教学 (DBI) 依赖于教师使用学生进度数据进行教学决策.
基于课程的测量 (CBM) 图表是可视化进展和指导这些决策的关键工具.
有效的图形解释对于成功的DBI实施至关重要,但这种技能在特殊教育教师中没有得到充分的研究.

研究的目的:

调查预服务特殊教育教师的图形解释和数据决策技能.
根据CBM数据,确定影响教师改变教学决定的因素.
了解解释CBM进度图中的潜在误解.

主要方法:

检查了32名美国预服务特殊教育教师的数据决策.
利用大声思考协议,参与者解释顺序呈现的CBM图形数据.
根据动态 (顺序) 和静态 (10周) CBM 图表评估决策.

主要成果:

预服务教师在确定何时以及为什么要进行教学变化方面表现出显著的不一致性.
教学决策经常受到图形特征的影响,例如数据变化.
观察到的误解导致过早的教学调整和过度依赖孤立的数据点.

结论:

预服务特殊教育教师需要针对性培训,以解释CBM图表,以实现有效的基于数据的教学.
不一致的决策强调了需要解决CBM数据趋势的潜在误解的问题.
未来的研究应该专注于开发有效的教学策略,以提高教师的图形解释技能.

关键词:

基于课程的测量方法以数据为基础的决策.图形解释图表的解释监测进展,监测进展情况.阅读阅读阅读阅读阅读阅读阅读

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