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ERIC Number: ED566979
Record Type: Non-Journal
Publication Date: 2016
Reference Count: 13
Effects of an Intensive Data-Based Decision Making Intervention on Teacher Efficacy
van der Scheer, Emmelien A.; Visscher, Adrie J.
Society for Research on Educational Effectiveness
Despite the emphasis on data-based decision making (DBDM) in educational policy in several countries, evidence regarding the intended effect of improved student achievement is still scarce. The purpose of this study is to examine the effects of a DBDM intervention on teacher efficacy. This study incorporates an experimental longitudinal research design, as teacher efficacy was measured at three stages: prior to the intervention, immediately after it, and a school year later. The main question answered in this study is: "What is the effect of an intensive DBDM intervention on teachers' efficacy?" This study was conducted with grade 4 teachers from regular primary schools in the Netherlands. Teachers were exposed to a DBDM intervention, which included seven meetings (a total of 36 hours of contact time), and four coaching sessions during which they were coached in the classroom on how to implement DBDM. Teachers completed an online questionnaire prior to (T1), after the first intervention year (T2), and after the second intervention year (T3). This questionnaire included, among others, questions on teacher background characteristics, and a Dutch translation of the long form of the Teachers' Sense of Efficacy Scale (TSES). A mean score per teacher, per scale, per measurement moment, was calculated to determine a teacher's efficacy on each of the scales. This study, based on a strong research design, shows that a teacher's sense of efficacy regarding instructional strategies and student engagement can be improved significantly by means of an intensive intervention, and that this effect persists at least a year after the intervention was concluded. Tables and figures are appended.
Descriptors: Data, Decision Making, Intervention, Teacher Effectiveness, Longitudinal Studies, Elementary School Teachers, Grade 4, Questionnaires, Multivariate Analysis, Foreign Countries, Likert Scales
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: firstname.lastname@example.org; Web site: http://www.sree.org
Publication Type: Reports - Research
Education Level: Elementary Education; Grade 4; Intermediate Grades
Authoring Institution: Society for Research on Educational Effectiveness (SREE)
Identifiers - Location: Netherlands