scholarly journals Effects of Data-Based Decision-Making on Low-Performing Readers in General Education Classrooms: Cumulative Evidence From Six Intervention Studies

2021 ◽  
pp. 002221942110115
Author(s):  
Martin T. Peters ◽  
Natalie Förster ◽  
Karin Hebbecker ◽  
Boris Forthmann ◽  
Elmar Souvignier
Keyword(s):  
Decision Making ◽  
General Education ◽  
Reading Fluency ◽  
Experimental Studies ◽  
Instructional Materials ◽  
Control Group ◽  
Special Educational Needs ◽  
Positive Effects ◽  
General Education Classrooms ◽  
Data Based Decision Making

In most general education classrooms in Germany, students with and without special educational needs are taught together. To support teachers in adapting instruction to these heterogeneous classrooms, we have developed learning progress assessment (LPA) and reading instructional materials, the Reading Sportsman (RS) in line with the theoretical framework of data-based decision-making, which has led to beneficial effects in several studies. However, data from these studies have not been analyzed to examine effects for low-performing readers. Data within and across six quasi-experimental studies conducted by our team in Grades 2 to 4 were reanalyzed to examine the effects of LPA on students whose reading fluency scores were at or below the 25th percentile ( n = 1,346 students from 264 classes). In each study, students had been assigned to a control group (with business-as-usual instruction), an LPA group only, or an LPA-RS group (i.e., with teachers provided with LPA and the RS). Separate multilevel regression results were integrated by means of meta-analytical methods to investigate the consistency of results. Overall, findings from the single studies indicated no positive effects of LPA with or without the RS compared with the control group. The integrated analyses showed small positive effect trends on reading fluency and intrinsic reading motivation.

scholarly journals Games Centered Approaches in Teaching Children & Adolescents: Systematic Review of Associated Student Outcomes

2015 ◽  
Vol 34 (1) ◽  
pp. 36-58 ◽  
Author(s):  
Andrew Miller
Keyword(s):  
Systematic Review ◽  
Decision Making ◽  
Student Outcomes ◽  
Procedural Knowledge ◽  
Experimental Studies ◽  
Weight Of Evidence ◽  
Control Group ◽  
Play Skills ◽  
Game Play ◽  
Level Of Evidence

The purpose of this systematic review was to investigate the weight of scientific evidence regarding student outcomes (physical, cognitive and affective) of a Game Centered Approach (GCA) when the quality of a study was taken into account in the interpretation of collective findings. A systematic search of five electronic databases (Sports Discuss, ERIC, A+ Education, PsychInfo and PROQUEST Education) was conducted from their year of inception to 30 January 2014. Included studies were longitudinal or experimental/quasi-experimental studies involving children or adolescents that quantitatively assessed (using repeat measures and/or comparison with a control group) the effects upon student outcomes when an intervention involved the use of a GCA. The search identified 15 articles examining the effects of GCA on student outcomes that met the criteria for inclusion. The weight of evidence provided by the included studies identified an association between a GCA and the outcomes of declarative knowledge, support during game play and affective outcomes of perceived competence, interest/enjoyment and effort/importance. Development of technical skill, procedural knowledge and game play skills of decision making and skill execution are not supported by the level of evidence currently provided. Intervention volume appears to have a large effect on the development of game based decision making and skill execution, with a positive association between these outcomes and use of GCA interventions greater than eight hours in volume. More longitudinal and intervention research examining the use of a GCA and potential psychological, physiological and behavioral outcomes in children and adolescents is recommended.

Data-Based Decision-Making

2020 ◽  
Author(s):  
Mark Carter ◽  
Jennifer Stephenson ◽  
Sarah Carlon
Keyword(s):  
Decision Making ◽  
Special Education ◽  
Student Outcomes ◽  
Policy And Practice ◽  
Positive Effects ◽  
Use Of Data ◽  
Wide Range ◽  
Meta Analyses ◽  
Classroom Use ◽  
Data Based Decision Making

The term data-based decision-making can refer to a wide range of practices from formative classroom use of monitoring in order to improve instruction to system-wide use of “big” data to guide educational policy. Within the context of special education, a primary focus has been on the formative classroom use of data to guide teachers in improving instruction for individual students. For teachers, this typically involves the capacity to (1) determine what data need to be collected to appropriately monitor the skill being taught, (2) collect that data, (3) interpret the data and make appropriate decisions, and (4) implement changes as needed. A number of approaches to such data-based decision-making have evolved, including precision teaching, curriculum-based assessment, and curriculum-based measurement. Evidence from systematic reviews and meta-analyses indicates instruction incorporating data-based decision-making has positive effects on outcomes for students with special education needs although the size of these effects has been variable. While the extent of the research base is modest, there are indications that some specific factors may be related to this variability. For example, the use of decision-making rules and graphic display of data appears to improve student outcomes and the frequency of data collection may differentially affect improvement. The presence and frequency of support offered to teachers may also be important to student outcomes. There is a need to increase our research base examining data-based decision-making and, more specifically, a need to more clearly define and characterize moderators that contribute to its effectiveness. In addition, there is a case for research on the wider use of data on student outcomes to inform broader policy and practice.

A Meta-Analysis of the Impact of Professional Development on Teachers’ Knowledge, Skill, and Self-Efficacy in Data-Based Decision-Making

2020 ◽  
pp. 002221942097019
Author(s):  
Samantha A. Gesel ◽  
Lauren M. LeJeune ◽  
Jason C. Chow ◽  
Anne C. Sinclair ◽  
Christopher J. Lemons
Keyword(s):  
Professional Development ◽  
Decision Making ◽  
Self Efficacy ◽  
Meta Analysis ◽  
Experimental Studies ◽  
Sensitivity Analyses ◽  
Significant Heterogeneity ◽  
K 12 ◽  
The Impact ◽  
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 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 g = 0.57 ( p < .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.

Learning Gains From the KinderTEK® iPad Math Program: Does Timing of a Preventative Intervention Matter?

2020 ◽  
pp. 016264342092833
Author(s):  
Mari Strand Cary ◽  
Patrick C. Kennedy ◽  
Lina Shanley ◽  
Ben Clarke
Keyword(s):  
General Education ◽  
Experimental Studies ◽  
Early Numeracy ◽  
Adoption Of Technology ◽  
Intervention Delivery ◽  
Preventative Intervention ◽  
Math Program ◽  
Quasi Experimental ◽  
Late Start ◽  
General Education Classrooms

A quasi-experimental design in six kindergarten classrooms ( n = 123 students) was used to study the effects of the KinderTEK iPad–based math program on the math achievement of students in general education classrooms. Student math outcomes in three treatment ( early start) classrooms were compared to math outcomes for students in three comparison ( late start) classrooms. Results suggested that relatively brief exposure to KinderTEK produced gains on distal measures of early numeracy and that, on average, timing of intervention delivery did not impact end of year math outcomes. However, exploratory analyses suggested that earlier and longer use of KinderTEK may have provided a benefit for students most at risk in math. The utility of quasi-experimental studies within an overarching research program and implications for the adoption of technology-based math programs in kindergarten classrooms are discussed.

Effects of Providing Teachers With Tools for Implementing Assessment-Based Differentiated Reading Instruction in Second Grade

2021 ◽  
pp. 153450842110149
Author(s):  
Martin T. Peters ◽  
Karin Hebbecker ◽  
Elmar Souvignier
Keyword(s):  
General Education ◽  
Reading Instruction ◽  
Reading Fluency ◽  
Intervention Group ◽  
Second Grade ◽  
Control Group ◽  
Treatment Groups ◽  
School Year ◽  
Prepared Material ◽  
Learning Progress

Monitoring learning progress enables teachers to address students’ interindividual differences and to adapt instruction to students’ needs. We investigated whether using learning progress assessment (LPA) or using a combination of LPA and prepared material to help teachers implement assessment-based differentiated instruction resulted in improved reading skills for students. The study was conducted in second-grade classrooms in general primary education, and participants ( N = 33 teachers and N = 619 students) were assigned to one of three conditions: a control group (CG); a first intervention group (LPA), which received LPA only; or a second intervention group (LPA-RS), which received a combination of LPA and material for differentiated reading instruction (the “reading sportsman”). At the beginning and the end of one school year, students’ reading fluency and reading comprehension were assessed. Compared with business-as-usual reading instruction (the CG), providing teachers with LPA or both LPA and prepared material did not lead to higher gains in reading competence. Furthermore, no significant differences between the LPA and LPA-RS conditions were found. Corresponding analyses for lower- and higher-achieving students also revealed no differences between the treatment groups. Results are discussed regarding the implementation of LPA and reading instruction in general education.

scholarly journals Positive Effects of Workplace Meditation Training and Practice

2019 ◽  
Vol 11 (1) ◽  
pp. 15
Author(s):  
Leila Karimi ◽  
Stephen P Kent ◽  
Sandra G. Leggat ◽  
Jiri Rada ◽  
Alison Angleton
Keyword(s):  
Job Satisfaction ◽  
Emotional Intelligence ◽  
Thematic Analysis ◽  
Repeated Measures ◽  
Intervention Group ◽  
Experimental Studies ◽  
Control Group ◽  
Physical And Mental Health ◽  
Positive Effects ◽  
The Impact

There is evidence that meditation is a powerful organisational tool for enhancing employee effectiveness, wellbeing, and job satisfaction; however, experimental studies on the effects of meditation on other organisational factors such as presenteeism and emotional intelligence are limited. This study investigated the impact of meditation on mindfulness, emotional intelligence, job satisfaction, and job stress-related presenteeism in an Australian workplace. Participants learned and practised an &#39;Auto Transcending Meditation Technique&rsquo; (ATMT) at their workplace. The study used the switching replications experimental design, comparing an intervention group with a control group. Quantitative data analysis used descriptive statistics and repeated measures to compare the mean pre-post intervention differences. Thematic analysis was completed on qualitative data gathered in focus groups and from the training evaluation. As a consequence of ATMT, participants showed significant improvements in their levels of mindfulness and emotional intelligence. Thematic analysis indicated that participants felt the meditation training and practice led to positive personal changes. In addition, the results showed that higher mindfulness buffers the effect of stress-related presenteeism on participants&rsquo; mental and physical health. Our results demonstrate that meditation training and practice enhances mindfulness and emotional intelligence, with benefits for employees&rsquo; physical and mental health.&nbsp; Workplace meditation should be considered in health promoting work settings. &nbsp;

scholarly journals Effects of Participation in Inclusive Physical Activity on Social Skills of Individuals With Autism Spectrum Disorder

2018 ◽  
Vol 6 (12) ◽  
pp. 255
Author(s):  
Sibel Nalbant
Keyword(s):  
Physical Activity ◽  
Autism Spectrum Disorder ◽  
Social Skills ◽  
General Education ◽  
Social Skill ◽  
Experimental Studies ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Control Group ◽  
Significant Difference

In the National Standards Report (2015) of the National Autism Centre, participation in physical activities in the education of children with autism spectrum disorder (ASD) is defined to be a promising intervention method (scientific base being formed). On the other hand, as a result of the regulations on inclusion, there has been a rapid increase in the number of children with special needs studying in general education classes together with their peers. Based on these two tendencies in recent years, the objective of this study was determined to be the effect of participation in inclusive physical activity on social skill in children and youth with ASD. The participants of the study were 55 children with ASD between the ages of 6 and 26 including 15 girls and 40 boys who participated in the inclusive physical activity (IPAC) program with their peers having typical development for two days a week and 45 minutes a day during 3 months within the scope of the “Inclusive Physical Activity Centre” project of the Istanbul Gedik University. The applied IPAC program involved peer participation and supported specialized movement skills and development of physical and motor capabilities. The data of this research were gathered using a Personal Information Form and Autism Social Skill Profile (ASSP) by face-to-face interviews with the parents of the participants. The study was designed with the single group pretest-posttest model of quasi-experimental studies. The study after IPAC determined a significant difference in the subscales of the scale and in the ASSP-Total score (p<0.05). The findings of this study demonstrated the effectiveness of inclusive physical activity on the social skills of individuals with ASD. For the similar future studies, the use of the design with control group and supporting it with qualitative data for the detailed explanation of the results obtained by quantitative approach are recommended.

Implementing Comprehensive Literacy Instruction for Students With Severe Disabilities in General Education Classrooms

2019 ◽  
Vol 86 (3) ◽  
pp. 330-347
Author(s):  
Pam Hunt ◽  
Elizabeth Kozleski ◽  
Jaehoon Lee ◽  
Kathleen Mortier ◽  
Danielle Fleming ◽  
...  
Keyword(s):  
General Education ◽  
Early Literacy ◽  
Emergent Literacy ◽  
Literacy Instruction ◽  
Intervention Group ◽  
Severe Disabilities ◽  
Literacy Skills ◽  
Control Group ◽  
Students With Severe Disabilities ◽  
General Education Classrooms

The purpose of this conceptual replication study was to investigate the efficacy of an early literacy intervention when it was implemented by special educators in general education classrooms with students in the class participating in the lessons. The study was conducted in 16 schools in three states. Eighty students with severe disabilities participated in the study. Students in the intervention group received Early Literacy Skills Builder (ELSB) instruction, and students in the “business-as-usual” control group received literacy instruction planned by special education teachers to address the students’ individualized education program literacy goals. Literacy assessments were conducted in five waves scheduled across the school year. Results showed that students receiving ELSB instruction made greater gains in assessed literacy skills than students in the control group. These findings provide evidence that students with severe disabilities can benefit from comprehensive emergent literacy instruction when it is implemented in general education settings.

scholarly journals Inclusive Vision Versus Special Education Reality

2020 ◽  
Vol 10 (9) ◽  
pp. 258
Author(s):  
James M. Kauffman ◽  
Garry Hornby
Keyword(s):  
Special Education ◽  
General Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Educational Needs ◽  
Special Educational Needs ◽  
Persons With Disabilities ◽  
Full Inclusion ◽  
Practical Reality ◽  
General Education Classrooms

The reasons are examined for the disparity between the inclusive vision espoused by Article 24 of the United Nations Convention on the Rights of Persons with Disabilities and the reality of the limited extent of inclusion in education systems worldwide. First, the leadership of key senior academics in the field of special education is considered to have been misguided in promoting a vision of full inclusion despite the lack of research evidence for the benefits of inclusive education over traditional special education provision. Second, attitudes toward and the treatment of people with disabilities have a long and complex history, and in this, many proponents of inclusion have been critical of 20th century special education. In particular, they claim that the sorting, labelling and categorizing required by special education have negative implications. Third, educators have been encouraged to imagine a system of education that is limitless, in the sense that all children with disabilities can be included in general education. This is because it is envisaged that general education classrooms will become so flexible that there will be no limits to the accommodation of students with disabilities, regardless of the nature or severity of their special educational needs. Fourth is the issue that deciding a student’s placement for education requires a judgment call and that, since human judgment is fallible, errors of judgment will always be made. Fifth, commitments to inclusion require that educators consider the practical, reality-based implications, whereas this has not been the case for many supporters of full inclusion. In conclusion, inclusion in the sense of students being physically present in general education classrooms is not considered as important as inclusion in the reality of being engaged in a program of instruction that is meaningful and challenging. Therefore, we consider that, rather than becoming extinct, special education needs to continue to be developed, disseminated and rigorously implemented in schools. Key special education strategies and approaches must co-exist with those from inclusive education, in order to provide effective education for all young people with special educational needs and disabilities.

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