A Meta-Analysis of the Impact of Professional Development on Teachers' Knowledge, Skill, and Self-Efficacy in Data-Based Decision-Making

Autor/inn/en	Gesel, Samantha A.; LeJeune, Lauren M.; Chow, Jason C.; Sinclair, Anne C.; Lemons, Christopher J.
Titel	A Meta-Analysis of the Impact of Professional Development on Teachers' Knowledge, Skill, and Self-Efficacy in Data-Based Decision-Making
Quelle	In: Journal of Learning Disabilities, 54 (2021) 4, S.269-283 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Gesel, Samantha A.) ORCID (Chow, Jason C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/0022219420970196
Schlagwörter	Professional Development; Inservice Teacher Education; Preservice Teacher Education; Elementary Secondary Education; Special Education; Skill Development; Knowledge Level; Expertise; Self Efficacy; Program Effectiveness; Progress Monitoring; Data Use; Decision Making; Curriculum Based Assessment; Educational Research; Students with Disabilities; Individualized Education Programs + Suchen Sie Ihr Suchwort? Lehrerfortbildung; Lehramtsstudiengang; Lehrerausbildung; Special needs education; Sonderpädagogik; Sonderschulwesen; Kompetenzentwicklung; Qualifikationsentwicklung; Wissensbasis; Expert appraisal; Self-efficacy; Selbstwirksamkeit; Decision-making; Entscheidungsfindung; Bildungsforschung; Pädagogische Forschung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Individualized education program; Individualisierendes Lernen
Abstract	The purpose of this review was to synthesize research on the effect of professional development (PD) targeting data-based decision-making processes on teachers' knowledge, skills, and self-efficacy related to curriculum-based measurement (CBM) and data-based decision-making (DBDM). To be eligible for this review, studies had to: (1) be published in English; (2) include in-service or pre-service K-12 teachers as participants; (3) use an empirical group design; and (4) include sufficient data to calculate an effect size for teacher outcome variables. The mean effect of DBDM PD on teacher outcomes was g = 0.57 (p < 0.001). This effect was not moderated by study quality. These results must be viewed through the lens of significant heterogeneity in effects across included studies, which could not be explained by follow-up sensitivity analyses. In addition, the experimental studies included in this review occurred under ideal, researcher-supported conditions, which impacts the generalizability of the effects of DBDM PD in practice. Implications for research and practice are discussed. (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	2024/1/01