Addressing the Missing Instructional Data Problem: Using a Teacher Log to Document Tier 1 Instruction

Autor/inn/en	Kurz, Alexander; Elliott, Stephen N.; Roach, Andrew T.
Titel	Addressing the Missing Instructional Data Problem: Using a Teacher Log to Document Tier 1 Instruction
Quelle	In: Remedial and Special Education, 36 (2015) 6, S.361-373 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-9325
DOI	10.1177/0741932514567365
Schlagwörter	Response to Intervention; Data; Data Collection; Special Education; Disabilities; Computer Uses in Education; Measurement; Individualized Instruction; Psychometrics; Academic Achievement; Educational Research; Regular and Special Education Relationship; Middle Schools; Elementary Schools; Arizona; Oregon + Suchen Sie Ihr Suchwort? Daten; Data capture; Datensammlung; Special needs education; Sonderpädagogik; Sonderschulwesen; Handicap; Behinderung; Computernutzung; Messverfahren; Individualisierender Unterricht; Psychometry; Psychometrie; Schulleistung; Bildungsforschung; Pädagogische Forschung; Middle school; Mittelschule; Mittelstufenschule; Elementary school; Grundschule; Volksschule
Abstract	Response-to-intervention (RTI) systems posit that Tier 1 consists of high-quality general classroom instruction using evidence-based methods to address the needs of most students. However, data on the extent to which general education teachers provide such instruction are rarely collected. This missing instructional data problem may result in RTI decisions being made without sufficient evidence. Recent advancements in the conceptualization and measurement of opportunity-to-learn (OTL) can operationalize and assess key aspects of Tier 1 instruction in ways that are scalable and formative for teacher practice. In this article, we provide a rationale for collecting and using OTL data via an online teacher log called MyiLOGS (My Instructional Learning Opportunities Guidance System). We summarize three MyiLOGS studies focusing on general and special education classrooms and students with and without disabilities. We conclude by contextualizing these studies' findings for purposes of Tier 1 instructional data collection and discuss the need for future research. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01