Leveraging Technology to Facilitate Teachers’ Use of a Targeted Classroom Intervention: Evaluation of the Daily Report Card.Online (DRC.O) System
Leveraging Technology to Facilitate Teachers’ Use of a Targeted Classroom Intervention: Evaluation of the Daily Report Card.Online (DRC.O) System
复制标题
利用技术促进教师使用有针对性的课堂干预：每日成绩单在线 (DRC.O) 系统的评估
DOI：
10.1007/s12310-019-09320-6
复制
发表时间：
2019
影响因子：
2.6
通讯作者：
Troutman, Ayanna
中科院分区：
文献类型：
--
作者：
Owens, Julie Sarno;McLennan, John D.;Hustus, Chelsea L.;Haines-Saah, Rebecca;Mitchell, Sarah;Mixon, Clifton S.;Troutman, Ayanna
从历史上看，教师接受和实施经验支持的课堂干预需要大量的面对面咨询。然而，大多数学校没有资源来提供这种密集的支持，许多教师可能不需要这种支持。因此，有必要对替代支持进行评估。在这项初步研究中，我们评估了一种基于网络的互动技术[即每日成绩单在线(DRC.O)]的可行性和有效性，旨在促进教师在最低限度的外部支持下使用DRC，并考察了与DRC使用相关的教师个人特征。小学教师(N= 54)被允许访问DRC.O网站，并被要求使用该网站实施有一个孩子的刚果民主共和国。在实施方面，16%的人是短期采用者(1个月以下)，39%的人是长期采用者(使用1-7个月)。平均而言，短期采用者遵守37%的数据录入程序，而长期采用者坚持74%的数据录入程序。较高的教师压力与较短的使用时间和较低的忠诚度有关。网站分析显示，长期采用者平均在不到1小时的时间内完成DRC开发的所有步骤，每天仅花费3分钟用于进度监测的数据输入。学生目标行为、强项和困难问卷得分的变化幅度为中等到较大。这些结果揭示了DRC.O的可行性和前景，并为未来的研究产生了假设。讨论了对教师的技术驱动的实施支持进行额外评估的意义。
Historically, teachers’ uptake and implementation of empirically supported classroom interventions have involved substantial face-to-face consultation. However, most schools do not have the resources to provide this intensive level of support and many teachers may not need it. Thus, evaluation of alternative supports is warranted. In this pilot study, we evaluated the feasibility and effectiveness of an interactive web-based technology [i.e., the Daily Report Card.Online (DRC.O)] designed to facilitate teachers’ use of the DRC with minimal external support and examined individual teacher characteristics associated with DRC use. Elementary school teachers (N= 54) were given access to the DRC.O Web site and asked to use it to implement a DRC with one child. With regard to implementation, 16% were short-term adopters (less than 1 month) and 39% were long-term adopters (1–7 months of use). On average, short-term adopters adhered to 37% of data entry procedures, whereas long-term adopters adhered to 74% of data entry procedures. Higher teacher stress was associated with shorter use and lower adherence. Web site analytics revealed that, on average, long-term adopters completed all steps of DRC development in less than 1 h and spent only 3 min per day engaged in data entry for progress monitoring. The magnitude of change in student target behaviors andStrengths and Difficulties Questionnairescores was moderate to large. These results reveal the feasibility and promise of the DRC.O and generate hypotheses for future research. Implications for additional evaluation of technology-driven implementation supports for teachers are discussed.
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