Author ORCID Identifier
Document Type
Article
Publication Date
10-27-2020
Publication Title
The Elementary School Journal
Volume
121
Issue
2
First Page
197
Last Page
223
Abstract
A small proportion of students do not benefit sufficiently from standard intervention protocols and require more intensive, individualized instruction. Data-based instruction (DBI) has a strong evidence base for addressing students’ intensive academic needs, yet it is not widely implemented. In this study, we explored the usability and feasibility of a professional development system to support teachers’ use of DBI in writing. Data analyzed using a mixed-methods design revealed that teachers perceived supports such as coaching as facilitators of DBI implementation, whereas access to materials and external factors such as time conflicts presented challenges. Teachers made statistically significant growth from pretest to posttest on a measure of DBI knowledge and skills, implemented DBI components with fidelity, and reported that time spent on DBI activities decreased each week, supporting its usability and feasibility. Findings suggest that DBI is usable and feasible when teachers are provided ongoing professional development supports.
Recommended Citation
Poch, A. L., McMaster, K., & Lembke, E. (2020). Usability and feasibility of data-based instruction for students with intensive writing needs. Elementary School Journal, 121(2). 197–223. https://doi.org/10.1086/711235
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License
Comments
theelementaryschooljournalVolume121, Number2. Published online October27,2020©2020by The University of Chicago. All rights reserved.0013-5984/2020/12102-0002$10.00
https://doi.org/10.1086/711235