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：

---

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） 的预测因子，并评估确定的预测因子在多大程度上解释了教师在完成对强化早期写作教学的程序支持后的持续使用。我们调查了 58 名参与专业发展效能试验的教师，了解他们在写作中持续使用 DBI 的情况。该模型表明，与仅在参与年结束时接受工具和学习模块的对照组教师相比，接受完整治疗（工具、学习模块和在参与功效试验的一年内接受 20 周干预的指导）的教师维持 DBI 的预测概率更高。此外，在控制其他变量的情况下，与以远程或混合模式授课的教师相比，面对面授课的教师更有可能维持。此外，随着教师报告的促进者数量的增加，教师更有可能在控制其他变量的情况下继续使用 DBI 组件。进一步的研究可以阐明不同类型的促进者和不同程度的支持之间的相对影响。