Implementation of Data-Based Decision-Making
Linking Research From the Special Series to Practice
Bibliographic Data
| ID | 21349997 |
|---|---|
| Authors | Devin M Kearns (0000-0001-9703-0932, University of Connecticut, Storrs, USA, corresponding author), Natasha J Feinberg (Rhode Island College, Providence, USA), Leslie J Anderson (East Providence Public Schools, RI, USA) |
| Year | 2021 |
| Volume | 54 |
| Issue | 5 |
| Pages | 365-372 |
| Publication date | 2021-09-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Learning Disabilities (JOURNAL) |
| Journal identifiers | ISSN: 0022-2194 • E-ISSN: 1538-4780 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/00222194211032403 |
| PMID | 34374574 |
| OpenAlex | W3192338116 |
| Language | EN |
| Citations received | 3 |
| References cited | 16 |
The papers in the special series describe the role of data-based decision-making (DBDM) in improving the outcomes of students with learning disabilities based on research across Germany, the Netherlands, and the United States. The articles address multiple aspects of a model of DBDM that includes the role of teacher knowledge, skills, beliefs, and sources of professional learning and the role of systems-level factors in improving student achievement. In this article, the conclusions of each paper are described in terms of that model. The papers illustrate that DBDM can improve achievement for students with learning disabilities through a DBDM process called data-based individualization (DBI)—especially if teachers have innovative supports (e.g., new technologies). For teachers, DBDM professional development (PD) can improve DBDM knowledge and implementation, but PD may not be adequate in all cases, with practical experience playing a central role. In addition, classroom-level DBDM may not translate to success for students with learning disabilities. Finally, the articles reveal a need to focus more on systems-level factors in successful DBDM systems like DBI—especially when implemented outside the experimental context. These findings provide a contemporary lens on DBDM as it related to students with learning disabilities and establish foci for future research
Academic achievement · Context (archaeology) · Developmental psychology · Inclusion (mineral) · Learning disability · Mathematics education · Pedagogy · Process (computing) · Professional development · Special education · Computer Science · Educational Assessment and Improvement · Psychology · Social Psychology
Implementation Science
A systematic review of prerequisites for implementing assessment for learning in classroom practice
Factors Influencing the Functioning of Data Teams
Prerequisites for data-based decision making in the classroom
Data-informed curriculum reform
Assessing the Effects of a School-Wide Data-Based Decision-Making Intervention on Student Achievement Growth in Primary Schools
| Unique citing works | 3 |
|---|---|
| Citations per year | 0,75 |
| Citation span | 2022 - 2024 (3) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 3 |