Although data-based individualization (DBI) has positive effects on learning outcomes for students with learning difficulties, this framework can be difficult for teachers to implement due to its complexity and contextual barriers. The first aim of this synthesis was to investigate the effects of ongoing professional development (PD) support for DBI on teachers’ DBI knowledge, skills, beliefs, and fidelity and the achievement of preschool to Grade 12 students with academic difficulties. The second aim was to report on characteristics of this support and explore whether features were associated with effects. We identified 26 studies, 16 and 22 of which examined teacher and student outcomes, respectively. Meta-analyses indicated that the weighted mean effect size for DBI with ongoing support for teachers was g = 0.86 (95% confidence interval [CI] = [0.43, 1.28], p < .001, I2 = 83.74%, k = 46) and g = 0.31 for students (95% CI = [0.19, 0.42], p < .001, I2 = 61.38%, k = 103). We did not identify moderators of treatment effects. However, subset effects were descriptively larger for ongoing support that targeted data-based instructional changes or included collaborative problem-solving. Researchers may improve future DBI PD by focusing on support for teachers’ instructional changes, describing support practices in greater detail, and advancing technological supports.

中文翻译：

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教师对基于数据的个性化的持续支持：荟萃分析和综合


尽管基于数据的个性化（DBI）对有学习困难的学生的学习成果具有积极影响，但由于其复杂性和情境障碍，教师可能难以实施该框架。本综合报告的第一个目的是调查对 DBI 的持续专业发展 (PD) 支持对教师的 DBI 知识、技能、信仰和忠诚度以及有学业困难的学前班至 12 年级学生成绩的影响。第二个目标是报告这种支持的特征并探讨特征是否与效果相关。我们确定了 26 项研究，其中 16 项和 22 项分别考察了教师和学生的成绩。荟萃分析表明，持续支持教师的 DBI 的加权平均效应大小为 g = 0.86（95% 置信区间 [CI] = [0.43, 1.28]，p < .001，I2 = 83.74%，k = 46 ），学生的 g = 0.31（95% CI = [0.19, 0.42]，p < .001，I2 = 61.38%，k = 103）。我们没有确定治疗效果的调节因素。然而，对于针对基于数据的教学变革或包括协作解决问题的持续支持，子集效应描述性更大。研究人员可以通过关注对教师教学变革的支持、更详细地描述支持实践以及推进技术支持来改进未来的 DBI PD。