Does Training Predict Second-Grade Teachers' Use of Student Data for Decision-Making in Reading and Mathematics?

Autor/inn/en	Filderman, Marissa J.; Toste, Jessica R.; Cooc, North
Titel	Does Training Predict Second-Grade Teachers' Use of Student Data for Decision-Making in Reading and Mathematics?
Quelle	In: Assessment for Effective Intervention, 46 (2021) 4, S.247-258 (12 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-5084
DOI	10.1177/1534508420902523
Schlagwörter	Grade 2; Elementary School Teachers; Mathematics Instruction; Learning Analytics; Longitudinal Studies; Surveys; Elementary School Students; Pedagogical Content Knowledge; Outcomes of Education; Reading Instruction; Benchmarking; Faculty Development; Prediction; Intervention; Student Placement; Data Use; Correlation; Early Childhood Longitudinal Survey + Suchen Sie Ihr Suchwort? School year 02; 2. Schuljahr; Schuljahr 02; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Survey; Umfrage; Befragung; Pädagogische Kompetenz; Lernleistung; Schulerfolg; Leseunterricht; Vorhersage; Schülerpraktikum; Korrelation
Abstract	Although national legislation and policy call for the use of student assessment data to support instruction, evidence suggests that teachers lack the knowledge and skills required to effectively use data. Previous studies have demonstrated the potential of training for increasing immediate teacher outcomes (i.e., knowledge, skills, and beliefs), yet research is still needed that investigates whether these immediate learning outcomes correspond to improved practices in reading and math instruction. Using the Early Childhood Longitudinal Survey: Kindergarten (2011), the present study sought to investigate whether data-focused training predicted teacher use of data for four prevalent decision-making outcomes: monitor progress on specific skills, identify skill deficits, monitor overall progress of students performing below benchmark, and determine placement in instructional tiers. Results indicate that professional development to use data to identify struggling learners and coursework focused on the use of assessment to select interventions and supports significantly predicted teachers' frequent use of data across key decision-making dimensions in reading instruction. Results for math instruction differ in that more frequent data use was not consistent across outcomes, more training sessions were needed, and professional development to use data to guide instruction significantly predicted use of data to monitor students who performed below benchmark. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01