An evaluation of a decision‐making model on preservice teachers' instructional decision‐making from curriculum‐based measurement progress monitoring graphs

Datos Bibliográficos

ID21375751
AutoresKate LaLonde (0000-0002-9161-765X, Department of Special Education & Literacy Studies Western Michigan University Kalamazoo Michigan USA), Kate B LaLonde (Western Michigan University, autor de correspondencia), Rena VanDerwall (0000-0003-3500-0142, Department of Special Education & Literacy Studies Western Michigan University Kalamazoo Michigan USA), Adrea J Truckenmiller (0000-0002-6101-6175, Department of Counseling, Educational Psychology and Special Education Michigan State University East Lansing Michigan USA), Meagan Walsh (0000-0001-7739-427X, Department of Special Education & Literacy Studies Western Michigan University Kalamazoo Michigan USA)
Año2023
Volumen60
Número7
Páginas2195-2208
Fecha de publicación2023-07-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaPsychology in the Schools (JOURNAL)
Identificadores de la revistaISSN: 0033-3085 • E-ISSN: 1520-6807
EditorialWiley (PUBLISHER • GB)
DOI10.1002/pits.22863
OpenAlexW4317666114
IdiomaEN
Citas recibidas2
Referencias citadas28

The current study used a randomized control trial to evaluate a decision‐making model on special education preservice candidates' instructional decision‐making and self‐reported confidence ratings when analyzing graphed student data. Thirty‐two special education preservice candidates viewed authentic curriculum‐based measurement (CBM) graphs and selected an instructional decision based on the data. Half of the participants received a decision‐making model (i.e., flowchart) to guide instructional decision‐making and all participants were asked to rate their level of confidence analyzing graphs pre‐ and poststudy. Statistically significant and large differences in the accuracy of instructional decisions and confidence ratings were observed for the participants who used the decision‐making model relative to the control group. The results of the study suggest that a simple, cost‐effective intervention that does not require training from an expert can have a positive impact on teachers' data‐based decision‐making

Control (management) · Curriculum · Curriculum development · Curriculum-based measurement · Flowchart · Intervention (counseling) · Mathematics education · Medical education · Pedagogy · Artificial Intelligence · Computer Science · Educational Assessment and Improvement · Evaluation and Performance Assessment · Medicine · Psychology · Teacher Education and Leadership Studies