The Role of Evidence-Based Practice in German Special Education—State of Research and Discussion

Blumenthal, Yvonne; Hartke, Bodo; Voß, Stefan

doi:10.3390/educsci9020106

Cited by 6 publications

(2 citation statements)

References 20 publications

(18 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In the context of DBDM, researchers (Schildkamp, 2019; van den Bosch et al, 2017) see formal data as foundational to important decisions that need to be made, particularly when considering the vulnerable populations for whom these decisions need to be made (e.g., students at-risk for academic or behavioral difficulties). Accordingly, decisions should not be based solely on experience and intuition (Blumenthal et al, 2019; Schildkamp et al, 2017), but should be backed up by reliable and valid data (Lai & Schildkamp, 2013). In contrast, Lai and Schildkamp (2013) argued that too narrow a definition of data use—as a mere focus on formalized data—has negative effects (Ehren & Swanborn, 2012).…”

Section: Datamentioning

confidence: 99%

Educator Perspectives on Data-Based Decision Making in Germany and the United States

et al. 2021

Self Cite

View full text Add to dashboard Cite

The purpose of this explorative study was to examine the use and understanding of key components of data-based decision making by educators in two countries—Germany and the United States. Educators responded to a survey that asked about data use and characteristics related to data-based decision making (DBDM). Results suggest educators in both countries are focused on using data to monitor progress, although less so in Germany. Educators in both countries noted similar understanding of important features (e.g., psychometric properties) of data. Educators in the United States reported they used data for decision making at the classroom level almost twice as often as their counterparts in Germany, while German educators focused on decision making at the student level. These findings will influence future research, including joint studies that could use the best practices of both countries, and professional learning opportunities for educators in Germany and the United States.

show abstract

Section: Datamentioning

confidence: 99%

Educator Perspectives on Data-Based Decision Making in Germany and the United States

et al. 2021

Self Cite

View full text Add to dashboard Cite

show abstract

“…The aim of this approach is to map and document learning processes to detect learning deficits as early as possible, to draw conclusions about effective pedagogical interventions and to implement data-based decisions. Progress monitoring is thus an essential element of school-based prevention of learning disorders in Germany (Hartke, 2005;Huber & Grosche, 2012;Kretschmann, 2009) and also forms a basis for evidence-based pedagogical action in individual cases (Blumenthal et al, 2019).…”

Section: Progress Monitoring Of Academic Skills With Curriculum-basedmentioning

confidence: 99%

Tablet or Paper and Pen? Examining Mode Effects on German Elementary School Students’ Computation Skills with Curriculum-Based Measurements

Blumenthal¹

2020

INT J EDUC METHODOL

Self Cite

View full text Add to dashboard Cite

Progress monitoring of academic achievement is an essential element to prevent learning disorders. A prominent approach is curriculum-based measurement (CBM). Various studies have documented positive effects of CBM on students' achievement. Nevertheless, the use of CBM is associated with additional work for teachers. The use of tablets may be of help here. Yet, although many advantages of computer-or tablet-based assessments are being discussed in the literature (e. g. innovative item formats, adaptive testing, automated scoring and feedback), there are still concerns regarding the comparability of different assessment modes (paper-pencil vs. tablet). In the study presented, we analyze the CBM data of 98 fourth graders. They processed the exact same computation items once with paper and pen and once in a tablet application. The analyses point to comparable results in the test modes, although some significant deviations can be found at item level. In addition, the children report perceived benefits when working with the tablet.

show abstract

Rechenstörung

Ricken¹

2021

Psychotherapie: Praxis

View full text Add to dashboard Cite

The Role of Evidence-Based Practice in German Special Education—State of Research and Discussion

Cited by 6 publications

References 20 publications

Educator Perspectives on Data-Based Decision Making in Germany and the United States

Educator Perspectives on Data-Based Decision Making in Germany and the United States

Tablet or Paper and Pen? Examining Mode Effects on German Elementary School Students’ Computation Skills with Curriculum-Based Measurements

Rechenstörung

Contact Info

Product

Resources

About