An Evaluation of a Decision-Making Model on Preservice Teachers' Instructional Decision-Making from Curriculum-Based Measurement Progress Monitoring Graphs

Autor/inn/en	LaLonde, Kate; VanDerwall, Rena; Truckenmiller, Adrea J.; Walsh, Meagan
Titel	An Evaluation of a Decision-Making Model on Preservice Teachers' Instructional Decision-Making from Curriculum-Based Measurement Progress Monitoring Graphs
Quelle	In: Psychology in the Schools, 60 (2023) 7, S.2195-2208 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (LaLonde, Kate) ORCID (VanDerwall, Rena) ORCID (Truckenmiller, Adrea J.) ORCID (Walsh, Meagan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.22863
Schlagwörter	Decision Making; Models; Special Education; Preservice Teachers; Data Analysis; Graphs; Curriculum Based Assessment; Flow Charts; Accuracy; Self Efficacy + Suchen Sie Ihr Suchwort? Decision-making; Entscheidungsfindung; Analogiemodell; Special needs education; Sonderpädagogik; Sonderschulwesen; Auswertung; Grafische Darstellung; Self-efficacy; Selbstwirksamkeit
Abstract	The current study used a randomized control trial to evaluate a decision-making model on special education preservice candidates' instructional decision-making and self-reported confidence ratings when analyzing graphed student data. Thirty-two special education preservice candidates viewed authentic curriculum-based measurement (CBM) graphs and selected an instructional decision based on the data. Half of the participants received a decision-making model (i.e., flowchart) to guide instructional decision-making and all participants were asked to rate their level of confidence analyzing graphs pre- and poststudy. Statistically significant and large differences in the accuracy of instructional decisions and confidence ratings were observed for the participants who used the decision-making model relative to the control group. The results of the study suggest that a simple, cost-effective intervention that does not require training from an expert can have a positive impact on teachers' data-based decision-making. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01