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Graph Out Loud: Pre-Service Teachers’ Data Decisions and Interpretations of CBM Progress Graphs
Journal of Learning Disabilities ( IF 2.4 ) Pub Date : 2024-02-28 , DOI: 10.1177/00222194241231768 Jessica R Toste 1, 2 , Marissa J Filderman 3 , Nathan H Clemens 1, 2 , Erica Fry 1
Journal of Learning Disabilities ( IF 2.4 ) Pub Date : 2024-02-28 , DOI: 10.1177/00222194241231768 Jessica R Toste 1, 2 , Marissa J Filderman 3 , Nathan H Clemens 1, 2 , Erica Fry 1
Affiliation
Data-based instruction (DBI) is a process in which teachers use progress data to make ongoing instructional decisions for students with learning disabilities. Curriculum-based measurement (CBM) is a common form of progress monitoring, and CBM data are placed on a graph to guide decision-making. Despite the central role that graph interpretation plays in the successful implementation of DBI, relatively little attention has been devoted to investigating this skill among special education teachers. In the present study, we examined the data decisions of 32 pre-service special education teachers (29 females and 3 males). Participants viewed data presented sequentially on CBM progress graphs and used a think-aloud procedure to explain their reasoning each time they indicated they would make instructional changes. We also asked participants to make the same type of decisions in response to static CBM progress graphs depicting 10 weeks of data. Overall, there was inconsistency in pre-service teachers’ responses related to when or why they would make an instructional change. Decisions were often influenced by graph-related features, such as variability in the data. Furthermore, responses suggested misunderstandings that led to premature instructional change decisions and reliance on individual data points.
中文翻译:
Graph Out Loud:职前教师的数据决策和对 CBM 进度图的解释
基于数据的教学 (DBI) 是教师使用进度数据为有学习障碍的学生做出持续教学决策的过程。基于课程的测量 (CBM) 是一种常见的进度监控形式,CBM 数据被放置在图表上以指导决策。尽管图形解释在 DBI 的成功实施中发挥着核心作用,但相对较少的关注用于调查特殊教育教师的这项技能。在本研究中,我们检查了 32 名职前特殊教育教师(29 名女性和 3 名男性)的数据决策。参与者查看 CBM 进度图上按顺序呈现的数据,并在每次表示他们将进行教学更改时使用发声思考程序来解释他们的理由。我们还要求参与者根据描述 10 周数据的静态 CBM 进度图做出相同类型的决定。总体而言,职前教师在何时或为何进行教学更改方面的回答存在不一致。决策通常受到与图形相关的特征的影响,例如数据的可变性。此外,回答表明存在误解,导致过早的教学更改决策和对单个数据点的依赖。
更新日期:2024-02-28
中文翻译:
Graph Out Loud:职前教师的数据决策和对 CBM 进度图的解释
基于数据的教学 (DBI) 是教师使用进度数据为有学习障碍的学生做出持续教学决策的过程。基于课程的测量 (CBM) 是一种常见的进度监控形式,CBM 数据被放置在图表上以指导决策。尽管图形解释在 DBI 的成功实施中发挥着核心作用,但相对较少的关注用于调查特殊教育教师的这项技能。在本研究中,我们检查了 32 名职前特殊教育教师(29 名女性和 3 名男性)的数据决策。参与者查看 CBM 进度图上按顺序呈现的数据,并在每次表示他们将进行教学更改时使用发声思考程序来解释他们的理由。我们还要求参与者根据描述 10 周数据的静态 CBM 进度图做出相同类型的决定。总体而言,职前教师在何时或为何进行教学更改方面的回答存在不一致。决策通常受到与图形相关的特征的影响,例如数据的可变性。此外,回答表明存在误解,导致过早的教学更改决策和对单个数据点的依赖。