Lauren M LeJeune
Biographic Data
| ID | 9511392 |
|---|---|
| NAME | Lauren M LeJeune |
| GIVEN NAMES | Lauren M |
| FAMILY NAME | LeJeune |
| SIGNATURE | LEJEUNE L M |
| AFFILIATIONS | University of South Carolina, Columbia, USA |
| ORCID | 0000-0001-5614-313X |
| VERIFIED | Yes |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Toward Adaptive Training Interventions for Teachers
This systematic review synthesized the peer-reviewed literature on tiered training for teachers to inform developing optimized, adaptive training interventions targeting specific evidence-based practices. Tiered training is an adaptive approach to professional development (PD) in which PD is individualized based on teacher or context factors, such as teacher response to PD. We summarized the research by target practice type, investigating potenti…
A Meta-Analysis of the Impact of Professional Development on Teachers’ Knowledge, Skill, and Self-Efficacy in Data-Based Decision-Making
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 g…
No prominent works on this page.
A Meta-Analysis of the Impact of Professional Development on Teachers’ Knowledge, Skill, and Self-Efficacy in Data-Based Decision-Making
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 g…
Toward Adaptive Training Interventions for Teachers
This systematic review synthesized the peer-reviewed literature on tiered training for teachers to inform developing optimized, adaptive training interventions targeting specific evidence-based practices. Tiered training is an adaptive approach to professional development (PD) in which PD is individualized based on teacher or context factors, such as teacher response to PD. We summarized the research by target practice type, investigating potenti…
Behavioral and Psychological Studies (1 work) · Behavioral Health and Interventions (1 work) · Best practice (1 work) · Education Discipline and Inequality (1 work) · Professional development (1 work) · Psychological intervention (1 work) · Response to Intervention (1 work)