In a multiyear, multisite, randomized control trial, we examined the effects of comprehensive professional development designed to support teachers’ data-based instruction (DBI) for students with intensive early writing needs. Teachers ( N = 154; primarily special educators or intervention specialists) were assigned randomly to a treatment group ( n = 76), in which they received tools, learning, and coaching to support their DBI implementation over 20 weeks, or to a control group ( n = 78). Students either received DBI in early writing ( n = 155) from treatment teachers or their usual writing instruction ( n = 154) from control teachers. Treatment teachers outperformed controls on measures of DBI knowledge and skills ( d = 1.57) and self-efficacy for writing instruction ( d = .94), and treatment students outperformed controls on proximal and distal writing outcomes ( ds = .14–.29). Student characteristics (grade, special education status, English learner status, and race/ethnicity) did not moderate intervention effects. We discuss findings in terms of the importance of supporting students with intensive learning needs, the efficacy and feasibility of implementing DBI-TLC, and implications for pre- and in-service teacher training and support.

中文翻译：

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支持教师基于数据的早期写作教学个性化：一项有效性试验


在一项多年、多地点、随机对照试验中，我们检查了旨在为具有密集早期写作需求的学生提供教师基于数据教学 （DBI） 的综合专业发展的效果。教师 （ n = 154;主要是特殊教育者或干预专家）被随机分配到治疗组 （ n = 76），在该组中，他们接受工具、学习和辅导以支持他们在 20 周内实施 DBI，或分配到对照组 （ n = 78）。学生要么从治疗老师那里获得早期写作的 DBI （n = 155），要么从对照老师那里获得他们通常的写作指导 （n = 154）。治疗教师在 DBI 知识和技能 （d = 1.57） 和写作教学自我效能感 （d = .94） 的测量上优于对照组，治疗学生在近端和远端写作结果 （ds = .14–.29） 上优于对照组。学生特征（年级、特殊教育状况、英语学习者状况和种族/民族）并未调节干预效果。我们从支持有强化学习需求的学生的重要性、实施 DBI-TLC 的有效性和可行性以及对职前和在职教师培训和支持的影响等方面讨论了研究结果。