Implementation of Data-Based Decision-Making: Linking Research from the Special Series to Practice

Autor/inn/en	Kearns, Devin M.; Feinberg, Natasha J.; Anderson, Leslie J.
Titel	Implementation of Data-Based Decision-Making: Linking Research from the Special Series to Practice
Quelle	In: Journal of Learning Disabilities, 54 (2021) 5, S.365-372 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kearns, Devin M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/00222194211032403
Schlagwörter	Data Use; Decision Making; Theory Practice Relationship; Outcomes of Education; Students with Disabilities; Learning Disabilities; Foreign Countries; Teacher Role; Academic Achievement; Faculty Development; Teacher Attitudes; Germany; Netherlands; United States + Suchen Sie Ihr Suchwort? Decision-making; Entscheidungsfindung; Theorie-Praxis-Beziehung; Lernleistung; Schulerfolg; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Learning handicap; Lernbehinderung; Ausland; Lehrerrolle; Schulleistung; Lehrerverhalten; Deutschland; Niederlande; USA
Abstract	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. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01