The Feasibility of Using Virtual Professional Development to Support Teachers in Making Data-Based Decisions to Improve Students' Writing

被引:3
作者
Regan, Kelley [1 ]
Evmenova, Anya S. [1 ]
Mergen, Reagan L. [2 ,5 ]
Verbiest, Courtney [3 ]
Hutchison, Amy [4 ]
Murnan, Reagan
Field, Sara [1 ]
Gafurov, Boris [1 ]
机构
[1] George Mason Univ, Coll Educ & Human Dev, Div Special Educ & disAbil Res, Fairfax, VA 22030 USA
[2] George Mason Univ, Div Special Educ & Disabil Res, Fairfax, VA USA
[3] George Mason Univ, Coll Educ & Human Dev, Fairfax, VA USA
[4] Univ Alabama, Coll Educ, Early Literacy, Tuscaloosa, AL USA
[5] Wichita State Univ, Sch Educ, Wichita, KS USA
关键词
CURRICULUM-BASED MEASUREMENT; TECHNOLOGY INTEGRATION; INSTRUCTION; STRATEGIES; METAANALYSIS; VALIDATION; BARRIERS; 1ST;
D O I
10.1111/ldrp.12301
中图分类号
G76 [特殊教育];
学科分类号
040109 ;
摘要
Rubrics can be used to give students targeted feedback on their writing and, therefore, teachers should be able to use them as a type of formative assessment to guide writing instruction. This article describes an exploratory study of how three teachers provided instruction for fourth, fifth, and seventh graders with learning disabilities and attention-deficit hyperactivity disorder in using a technology-based graphic organizer (TBGO) to compose persuasive essays. Given professional development inclusive of online modules, long-range plans, and virtually facilitated professional learning communities, the teachers used a digital dashboard to (a) monitor students' writing progress with a genre-specific analytic rubric, (b) target a specific instructional skill, and (c) document their instructional decision(s). The article illustrates how educators can effectively use genre-specific writing rubrics in practice to make data-driven decisions about student writing.
引用
收藏
页码:40 / 56
页数:17
相关论文
共 46 条
  • [1] An Operationalized Understanding of Personalized Learning
    Basham, James D.
    Hall, Tracey E.
    Carter, Richard A., Jr.
    Stahl, William M.
    [J]. JOURNAL OF SPECIAL EDUCATION TECHNOLOGY, 2016, 31 (03) : 126 - 136
  • [2] The impact of a computer-based graphic organizer with embedded self-regulated learning strategies on the argumentative writing of students in inclusive cross-curricula settings
    Boykin, Andrea
    Evmenova, Anya S.
    Regan, Kelley
    Mastropieri, Margo
    [J]. COMPUTERS & EDUCATION, 2019, 137 : 78 - 90
  • [3] Rubrics as a Tool in Writing Instruction: Effects on the Opinion Essays of First and Second Graders
    Bradford, Kendall L.
    Newland, Amanda C.
    Rule, Audrey C.
    Montgomery, Sarah E.
    [J]. EARLY CHILDHOOD EDUCATION JOURNAL, 2016, 44 (05) : 463 - 472
  • [4] Curriculum-Based Measurement for Beginning Writers (K-2)
    Dombek, Jennifer L.
    Al Otaiba, Stephanie
    [J]. INTERVENTION IN SCHOOL AND CLINIC, 2016, 51 (05) : 276 - 283
  • [5] Dunn K., 2020, CURRENT ISSUES ED, V21
  • [6] What teachers think about what they can do with data: Development and validation of the data driven decision-making efficacy and anxiety inventory
    Dunn, Karee E.
    Airola, Denise T.
    Lo, Wen-Juo
    Garrison, Mickey
    [J]. CONTEMPORARY EDUCATIONAL PSYCHOLOGY, 2013, 38 (01) : 87 - 98
  • [7] Addressing first- and second-order barriers to change: Strategies for technology integration
    Ertmer, PA
    [J]. ETR&D-EDUCATIONAL TECHNOLOGY RESEARCH AND DEVELOPMENT, 1999, 47 (04): : 47 - 61
  • [8] Teacher beliefs and technology integration practices: A critical relationship
    Ertmer, Peggy A.
    Ottenbreit-Leftwich, Anne T.
    Sadik, Olgun
    Sendurur, Emine
    Sendurur, Polat
    [J]. COMPUTERS & EDUCATION, 2012, 59 (02) : 423 - 435
  • [9] Evmenova A. S., 2022, 84327S CFDA STAT DEP
  • [10] Evmenova AS., 2020, Learning Disabilities: A Contemporary Journal, V18, P27