University of North Carolina at Charlotte, USA.
University of South Carolina, Columbia, USA.
J Learn Disabil. 2021 Jul;54(4):269-283. doi: 10.1177/0022219420970196. Epub 2020 Nov 17.
The purpose of this review was to synthesize research on the effect of professional development (PD) targeting data-based decision-making processes on teachers' knowledge, skills, and self-efficacy related to curriculum-based measurement (CBM) and data-based decision-making (DBDM). To be eligible for this review, studies had to (a) be published in English, (b) include in-service or pre-service K-12 teachers as participants, (c) use an empirical group design, and (d) include sufficient data to calculate an effect size for teacher outcome variables. The mean effect of DBDM PD on teacher outcomes was = 0.57 ( < .001). This effect was not moderated by study quality. These results must be viewed through the lens of significant heterogeneity in effects across included studies, which could not be explained by follow-up sensitivity analyses. In addition, the experimental studies included in this review occurred under ideal, researcher-supported conditions, which impacts the generalizability of the effects of DBDM PD in practice. Implications for research and practice are discussed.
本次综述的目的是综合研究以数据为基础的决策过程为目标的专业发展（PD）对教师与课程基础测评（CBM）和数据为基础的决策（DBDM）相关的知识、技能和自我效能的影响。要符合本综述的条件，研究必须：（a）用英文发表，（b）将在职或职前 K-12 教师作为参与者，（c）采用实证组设计，以及（d）包含足够的数据来计算教师结果变量的效应量。DBDM PD 对教师结果的平均效应 = 0.57（<0.001）。该效应不受研究质量的调节。必须通过纳入研究中效应的显著异质性来看待这些结果，后续敏感性分析无法解释这种异质性。此外，本综述中纳入的实验研究是在理想的、有研究支持的条件下进行的，这影响了 DBDM PD 在实践中的效果的可推广性。讨论了对研究和实践的启示。
