| dc.description.abstract | In an era of high accountability for student achievement and a mandate to use evidenced-based educational practices, the Institute of Education Sciences requires, effective methods for databased decision-making to be used.. In addition to becoming data collectors, managers, and analyzers, educators at all levels are assuming an ever- increasing role as researchers to evaluate the effectiveness of their instruction and contribute to the "what works" knowledge base. I will be studying pre-service teacher knowledge in databased decision making in relationship to the hours of training as measured by practicum hours in public school classrooms and university classroom instruction. Vannest, Reynolds & Kamphaus suggest in their Intervention Guide that students with emotional and behavioral disabilities (EBD) are in critical need of best practice or evidence based instruction, behavioral interventions, and classroom management strategies selected and implemented with teacher use of data-based decision making. Junior and senior level general and special education undergraduates will be surveyed to determine self reported knowledge and skill for collecting and using data for informed instructional decision-making. These results will be evaluated using descriptive statistics and statistical significance testing with effect sizes and confidence intervals to see if there is a relationship between self-assessed knowledge and skills and hours spent in general and/or special education classrooms, junior or senior status, specific coursework and experience, familiarity via observation, and professional experience. The results show a low correlation between pre-service teachers actual and perceived abilities when it comes to using data to make informed instructional decisions for their students. | en |
