Advancing the science and practice of precision education to enhance student outcomes
Advancing the science and practice of precision education to enhance student outcomes
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DOI：
10.1016/j.jsp.2017.11.004
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发表时间：
2018-02-01
影响因子：
5
通讯作者：
Burns, Matthew K.
中科院分区：
文献类型：
--
作者：
Cook, Clayton R.;Kilgus, Stephen P.;Burns, Matthew K.
学校心理学的研究和实践有相当大的成长空间，要超越“做了干预工作吗？“到“什么干预措施对谁有效，它是如何工作的？“后一个问题反映了对干预的更准确理解，并涉及战略努力，以提高服务的精度与学术，行为，情绪或身体健康问题的学生收到，以提高干预措施的程度是适当的量身定制，并产生个别学生的利益。这期特刊的目的是促进精确教育的概念和科学，精确教育被定义为一种研究和实践方法，涉及根据现有最佳证据为个人量身定制预防和干预做法。这篇介绍性文章通过讨论为什么需要精准教育的原因，提供精准教育研究的定义/描述，并概述推进精准教育科学的机会，为特刊提供了背景。六项实证研究和一篇方法论导向的文章被汇编，以提供福尔斯属于精确教育的研究广度的例子。虽然每一篇文章都关注有不同需求的学生（识字缺陷，数学缺陷，情绪和行为问题以及智力残疾），但有一个共同的线索将它们联系在一起，那就是每一篇文章都抓住了有特定问题或缺陷的学生之间的异质性，并强调需要选择和提供更精确的干预措施来优化学生的成绩。
School psychology research and practice has considerable room for growth to go beyond "did an intervention work?" to "what intervention worked for whom and how did it work?" The latter question reflects a more precise understanding of intervention, and involves strategic efforts to enhance the precision of services students with academic, behavioral, emotional, or physical health problems receive to enhance the degree to which interventions are appropriately tailored to and produce benefit for individual students. The purpose of this special issue is to advance the notion and science of precision education, which is defined as an approach to research and practice that is concerned with tailoring preventive and intervention practices to individuals based on the best available evidence. This introductory article provides context for the special issue by discussing reasons why precision education is needed, providing definitions/descriptions of precision education research, and outlining opportunities to advance the science of precision education. Six empirical studies and one methodological-oriented article were compiled to provide examples of the breadth of research that falls under precision education. Although each of the article focuses on students with different needs (literacy deficits, math deficits, emotional and behavior problems, and intellectual disability), there is a common thread that binds them together, and that is each one captures the heterogeneity among students with particular problems or deficits and highlights the need to select and deliver more precise interventions to optimize student outcomes.