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Access for Students with Extensive Support Needs to State-Adopted Grade-Level Standards and Curriculum in General Education Classes: A Content Analysis of the Literature
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Kathy Gee; Kristin Burnette; Virginia L. Walker; Diane Ryndak; Mary Fisher; Dale Baker; Amy Clausen – Research and Practice for Persons with Severe Disabilities, 2025
In this article, we provide a summary of a literature review conducted to determine how the published literature, including research articles, conceptual articles, and chapters, (a) describes access to the state-adopted grade-level standards in general education classes for students with extensive support needs (ESN) and (b) discusses recommended…
Descriptors: Students with Disabilities, Academic Standards, General Education, Access to Education
Ongoing Teacher Support for Data-Based Individualization: A Meta-Analysis and Synthesis
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Emma Shanahan; Seohyeon Choi; Jechun An; Bess Casey-Wilke; Seyma Birinci; Caroline Roberts; Emily Reno – Grantee Submission, 2025
Although data-based individualization (DBI) has positive effects on learning outcomes for students with learning difficulties, this framework can be difficult for teachers to implement due to its complexity and contextual barriers. The first aim of this synthesis was to investigate the effects of ongoing professional development (PD) support for…
Descriptors: Data Use, Individualized Instruction, Learning Problems, Students with Disabilities
Ongoing Teacher Support for Data-Based Individualization: A Meta-Analysis and Synthesis
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Emma Shanahan; Seohyeon Choi; Jechun An; Bess Casey-Wilke; Seyma Birinci; Caroline Roberts; Emily Reno – Journal of Learning Disabilities, 2025
Although data-based individualization (DBI) has positive effects on learning outcomes for students with learning difficulties, this framework can be difficult for teachers to implement due to its complexity and contextual barriers. The first aim of this synthesis was to investigate the effects of ongoing professional development (PD) support for…
Descriptors: Data Use, Individualized Instruction, Learning Problems, Students with Disabilities
A Meta-Analysis of the Impact of Professional Development on Teachers' Knowledge, Skill, and Self-Efficacy in Data-Based Decision-Making
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Gesel, Samantha A.; LeJeune, Lauren M.; Chow, Jason C.; Sinclair, Anne C.; Lemons, Christopher J. – Journal of Learning Disabilities, 2021
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: (1) be published…
Descriptors: Professional Development, Inservice Teacher Education, Preservice Teacher Education, Elementary Secondary Education