Supporting Teachers' Use of Data-Based Instruction to Improve Students' Early Writing Skills
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| Title: | Supporting Teachers' Use of Data-Based Instruction to Improve Students' Early Writing Skills |
|---|---|
| Language: | English |
| Authors: | McMaster, Kristen L., Lembke, Erica S., Shin, Jaehyun, Poch, Apryl, Smith, R. Alex, Jung, Pyung-Gang, Allen, Abigail A., Wagner, Kyle |
| Source: | Grantee Submission. 2019. |
| Peer Reviewed: | Y |
| Page Count: | 60 |
| Publication Date: | 2019 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R324A130144 |
| Document Type: | Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Teaching Methods, Faculty Development, Writing Instruction, Writing Skills, Writing Evaluation, Intervention, Coaching (Performance), Workshops, Special Education Teachers, Program Effectiveness, Teaching Skills, Self Efficacy, At Risk Students, Teacher Collaboration, Program Implementation, Fidelity, Elementary School Teachers, Elementary School Students, Beginning Writing |
| DOI: | 10.1037/edu0000358 |
| Abstract: | We examined the effects of a professional development (PD) system designed to support teachers' use of data-based instruction (DBI) to improve early writing outcomes for children with intensive needs. The PD system, called DBI-TLC, provided "tools" for early writing assessment and intervention, "learning modules" including face-to-face workshops followed by classroom application, and ongoing "coaching" to support DBI implementation. Special education teachers in 19 classrooms in two Midwestern districts were assigned randomly to receive DBI-TLC or to a business-as-usual control group. All teachers completed pre- and posttests of DBI knowledge and skills and self-efficacy, and DBI-TLC teachers' fidelity to DBI was assessed. Fifty-three students (two to three from each classroom) completed pre- and posttests of early writing using Curriculum-Based Measures (CBM) and the Test of Early Written Language-3 (TEWL-3; Hresko, Herron, Peak, & Hicks, 2012). DBI-TLC teachers outperformed controls at posttest on DBI knowledge and skills (Hedge's "g" = 2.88), and reported a more explicit writing instruction orientation compared to controls ("g" = 1.63). DBI fidelity varied (on average, 84% for assessment, 79% for intervention, and 52% for decision-making). Students whose teachers implemented DBI showed a pattern of stronger early writing performance compared to control students on CBM, with effect sizes of 0.23 to 0.40, but not on the TEWL-3 (0.02 to 0.13). We discuss the promise of DBI-TLC to improve teacher practice and student outcomes, as well as the need to continue to explore ways to support teachers' implementation of DBI with fidelity. [This is the online version of an article published in "Journal of Educational Psychology."] |
| Abstractor: | As Provided |
| What Works Clearinghouse (WWC) Reviewed: | Does Not Meet Evidence Standards |
| WWC Study Page: | https://ies.ed.gov/ncee/wwc/study/89863 |
| IES Funded: | Yes |
| Entry Date: | 2019 |
| Accession Number: | ED595445 |
| Database: | ERIC |
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