Exploring Predictors of Teachers' Sustained Use of Data-Based Instruction.
The purpose of this logistic regression study was to identify predictors of teacher-reported sustained use of data-based instruction (DBI) during the COVID-19 pandemic and assess the extent to which the identified predictors explained teachers' sustained use after completing programmatic support for...
| Publicado en: | Journal of Learning Disabilities Vol. 58; no. 1; pp. 19 - 33 |
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| Autores principales: | , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Sage Publications Inc.
Jan/Feb2025
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=181621036&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 181621036 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 00222194 LED jtl: Journal of Learning Disabilities issn: 00222194 maglogo: Y pubinfo: dt: Jan/Feb2025 vid: 58 iid: 1 pid: 344 pub: Sage Publications Inc. place: Thousand Oaks, California artinfo: ui: 181621036 179729983 181621036 181621036 10.1177/00222194241275636 181621036 ppf: 19 ppct: 14 formats: tig: atl: Exploring Predictors of Teachers' Sustained Use of Data-Based Instruction. aug: au: An, Jechun Shanahan, Emma Choi, Seohyeon McMaster, Kristen L. affil: University of Minnesota-Twin Cities, Minneapolis, MN, USA sug: subj: COVID-19 Pandemic Teachers Psychosocial Factors Teachers Education Writing Education Teaching Methods Program Implementation Human Funding Source Exploratory Research Logistic Regression Surveys Faculty Development Probability Learning Methods Comparative Studies Support, Social Personnel Retention Descriptive Statistics Multimethod Studies Models, Educational Prospective Studies Professional Competence Data Analysis Software Correlational Studies ab: The purpose of this logistic regression study was to identify predictors of teacher-reported sustained use of data-based instruction (DBI) during the COVID-19 pandemic and assess the extent to which the identified predictors explained teachers' sustained use after completing programmatic support for intensive early writing instruction. We surveyed 58 teachers who participated in a professional development efficacy trial regarding their sustained use of DBI in writing. The model indicated a higher predicted probability of sustaining DBI for teachers who received the full treatment (tools, learning modules, and coaching for 20 weeks of intervention during their year of participation in the efficacy trial) compared to teachers in the control group who only received tools and learning modules at the end of their participation year. In addition, teachers who taught in-person were more likely to sustain compared to those who taught in remote or hybrid models, controlling for other variables. Furthermore, as the number of facilitators that teachers reported increased, teachers were more likely to sustain their use of DBI components, controlling for other variables. Further research could shed light on the relative impact of different types of facilitators and different levels of support. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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