在学术选中考虑学习环境
Adam J Lekwa1, Linda A Reddy1, Ryan J Kettler1
1Department of School Psychology, Rutgers University, United States.
Journal of school psychology
|December 22, 2024
概括
课堂学习环境和教学策略显著影响学生的表现.
科学领域:
- 教育心理学教育心理学
- 学习科学 学习科学
- 应用行为分析应用行为分析
背景情况:
- 多层次支持系统 (MTSS) 广泛用于识别需要学术干预的学生.
- 学生的需求通常通过比较选分数和预先确定的切割分数来确定.
- 课堂环境和教学策略对这种识别过程的影响尚未完全理解.
研究的目的:
- 检查课堂学习环境和核心教学策略如何影响早期学术查数据和后来的国家测试成绩之间的关系.
- 调查教师教学策略在MTSS选决策准确性中的作用.
主要方法:
- 分析了秋季查数据 (学术进步指标) 和英语/语言艺术 (ELA) 和数学的春季状态测试结果.
- 使用多级逻辑回归,采用1554名三年级学生和72名教师的数据.
- 研究了学生秋季查成绩与教师教学策略使用之间的相互作用.
主要成果:
- 秋季查成绩和春季状态测试结果之间的关联在各个课堂上有很大的差异.
- 发现秋季ELA查成绩和教师教学策略在预测状态测试结果中的使用之间存在显著的相互作用 (p = .03).
- 教师使用策略在ELA查决策中导致错误阳性,但在数学中没有.
结论:
- 课堂学习环境和教学策略是MTSS框架中的关键调节者.
- 仅仅依赖查切割分数可能导致不准确的学生需要ELA干预的识别.
- 需要进一步的研究来完善在不同课堂环境中的查和干预实践.
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