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.

中文翻译：

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探索教师持续使用基于数据的教学的预测因素


这项逻辑回归研究的目的是确定教师报告的在 COVID-19 大流行期间持续使用基于数据的教学 (DBI) 的预测因素，并评估所确定的预测因素在多大程度上解释了教师在完成以下项目的计划支持后持续使用数据教学的情况：强化早期写作指导。我们对参加专业发展功效试验的 58 名教师进行了调查，了解他们在写作中持续使用 DBI 的情况。该模型表明，与仅接受治疗的对照组教师相比，接受全面治疗（工具、学习模块以及参与功效试验一年期间进行 20 周干预的辅导）的教师维持 DBI 的预测概率更高参与年度结束时的工具和学习模块。此外，在控制其他变量的情况下，与远程或混合模式教学的教师相比，面对面教学的教师更有可能坚持下去。此外，随着教师报告的辅导员数量的增加，在控制其他变量的情况下，教师更有可能继续使用 DBI 组件。进一步的研究可以揭示不同类型的促进者和不同级别的支持的相对影响。