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作为教师专业发展的教师绩效反的系统审查和单个案例元分析
Shana Levi-Nielsen1, Art Dowdy1, Renée M Tobin1
1Department of Psychological Studies in Education, College of Education and Human Development, Temple University, United States of America.
绩效反显著改善了教师的行为,使其成为基于证据的专业发展策略. 这一系统性审查和元分析证实了它在提高教学实践方面的有效性.
科学领域:
- 教育教育教育教育教育教育.
- 心理学 心理学 心理学
- 特殊教育 特殊教育
背景情况:
- 有效的教学对于学生的成绩和教师的留守至关重要.
- 绩效反是教师专业发展中的一个关键的基于证据的实践.
- 之前使用单案实验设计 (SCED) 的研究探索了教师绩效反,但对特定组件的有效性缺乏清晰度.
研究的目的:
- 系统地审查和对教师绩效反的SCED研究进行元分析.
- 为了确定教师的绩效反干预措施的整体有效性.
- 确定影响教师绩效反有效性的因素.
主要方法:
- 进行了对52项关于教师绩效反的SCED研究的系统审查.
- 在包含的研究中编码的特征和质量变量.
- 估计日志响应比 (LRR) 效应大小,并使用随机效应多层建模进行元分析.
主要成果:
- 教师绩效反的平均影响是显著的 (LRR = 1.15).
- 绩效反干预导致教师行为的变化达到215%.
- 研究结果表明,绩效反是一种强有力的专业发展策略.
结论:
- 教师绩效反是一种基于证据的策略,可以明显改善教学实践.
- 该研究为绩效反的实际应用提供了宝贵的见解.
- 建议进行进一步的研究,以探索具体的干预组件和上下文因素.
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