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…

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…

The purpose of this study was to identify the beliefs of Tennessee principals and teachers about the knowledge and skills required of leaders when using data to improve educational decision-making. Personal interviews were conducted with 10 principals and 10 teacher leaders certified by the National Board for Professional Teaching Standards.…

Introducing a wider perspective of evaluation into the school by developing school-based evaluation mechanisms is discussed. The approach is based on conceptual development derived from U.S. perspectives on program evaluation, actual work in schools with teachers and principals in Israel, and empirical studies in the United States. (SLD)

Respondents (n=321) to a survey of learning disabilities teachers in the Chicago (Illinois) Public School system reported that, while they found several assessment procedures to be useful, they relied primarily on standardized test results for informing educational decisions. Most teachers indicated they had high levels of competency with all…