Data Teams in Teacher Preparation: Improving Data-Based Instruction in Reading

Toste, Jessica R.; Filderman, Marissa J.; Espin, Christine A.

doi:10.1177/10534512221130073

Cited by 2 publications

(2 citation statements)

References 21 publications

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“…The staff was also unable to access the scores to the PEAR, making it difficult for them to see the deficits of their current students in order to best teach toward them within their curriculum. In order to ensure that an MTSS is effective, one "assumption is that teachers can effectively use student data to guide decision-making" (Toste et al, 2023). Toste et al (2023) support this idea that without data sharing, an inability to access student data poses large problems for the efficacy of existing interventions.…”

Section: Tier 2 Inconsistenciesmentioning

confidence: 99%

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Highlighting social-emotional learning in the content-based curriculum

Yuskowski

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This study aimed to understand how a multi-tiered social-emotional curriculum could be implemented at the middle school level and its impact on student mental health, academic progress, and school culture at a public school in the Northeast. Many secondary schools quickly remediate academic skills rather than examining a student's social-emotional competence and how it may impact their learning. Unfortunately, the lack of social-emotional learning instruction results in an increase in special education referrals. This data was of interest to this institution, as in past years, there has been an increase in special education referrals stemming from a lack of academic progress due to social-emotional deficits.An initial research cycle identified a need for more knowledge about the current social-emotional learning curriculum offered within the school and who was responsible for delivering teaching toward the CASEL competencies. The subsequent actions steps included a curriculum audit for the CASELcompetencies within the English Language Arts curriculum, ELA curriculum reform, and faculty professional development centered on what social-emotional learning is, how to teach the CASEL competencies within the content curriculum, and the feasibility of implementing a multi-tiered system of support centered on social-emotional learning.This study revealed that there were significant gaps in understanding the impact of social-emotional learning, a lack of clarity about who was responsible for teaching these competencies and how to go about this instruction, and ultimately, a great interest in 6 implementing a multi-tiered system of support (MTSS) centered on social-emotional learning to improve student well-being, academic performance, and school culture.Implications for this institution included further professional development, a whole school curriculum audit, and the implementation of an MTSS centered on RTI.

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Section: Tier 2 Inconsistenciesmentioning

confidence: 99%

“…In order to ensure that an MTSS is effective, one "assumption is that teachers can effectively use student data to guide decision-making" (Toste et al, 2023). Toste et al (2023) support this idea that without data sharing, an inability to access student data poses large problems for the efficacy of existing interventions.…”

Section: Tier 2 Inconsistenciesmentioning

confidence: 99%

Highlighting social-emotional learning in the content-based curriculum

Yuskowski

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Exploring the Foreign Language Book Borrowing Habits of University Instructors and Prospective Teachers (2012–2022)

Liu

2024

Preprint

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Understanding the widespread adoption of foreign language books (FLBs) is imperative for language learners and educators, as it facilitates evaluating the efficacy and caliber of language resources. Using MARC-based bibliography analysis, the researcher uncovers publishing and subject information of popular FLBs and utilizes survival analysis to calculate the FLBs’ survival index. After conducting factor analysis, the researcher applies linear regression prediction and Bayesian estimation to determine the total number of FLBs borrowings and borrowers. The borrowing index of FLBs collected in the past five years surpasses that of books collected for more than five years, and staff members demonstrate higher borrowing activity compared to undergraduate students, postgraduate students, and other readers. Acceptance emerges as the most critical factor influencing the total number of FLBs borrowings and borrowers, while cultural dominance has a relatively minor impact, and personal background is found to be less negatively influential. The estimates of the total number of FLBs borrowings reveal that acceptance is restricted by cultural dominance, which in turn is limited by personal background. Similarly, the estimates of the total number of FLBs borrowers indicate that acceptance is constrained by personal background, which in turn is limited by cultural dominance.

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Data Teams in Teacher Preparation: Improving Data-Based Instruction in Reading

Cited by 2 publications

References 21 publications

Highlighting social-emotional learning in the content-based curriculum

Highlighting social-emotional learning in the content-based curriculum

Exploring the Foreign Language Book Borrowing Habits of University Instructors and Prospective Teachers (2012–2022)

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