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A Systematic Review of Meta-Analyses in Special Education: Exploring the Evidence Base for High-Leverage Practices

التفاصيل البيبلوغرافية
العنوان: A Systematic Review of Meta-Analyses in Special Education: Exploring the Evidence Base for High-Leverage Practices
اللغة: English
المؤلفون: Nelson, Gena (ORCID 0000-0002-7369-0132), Cook, Sara Cothren, Zarate, Kary (ORCID 0000-0003-3192-484X), Powell, Sarah R., Maggin, Daniel M. (ORCID 0000-0001-6018-4866), Drake, Kevallyn R., Kiss, Allyson J. (ORCID 0000-0003-2726-4324), Ford, Jeremy W. (ORCID 0000-0003-1050-9890), Sun, Lin (ORCID 0000-0002-4173-6204), Espinas, Daniel R.
المصدر: Remedial and Special Education. Oct 2022 43(5):344-358.
الإتاحة: SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 15
تاريخ النشر: 2022
نوع الوثيقة: Journal Articles
Information Analyses
Reports - Research
Descriptors: Meta Analysis, Special Education, Evidence Based Practice, Educational Practices, Students with Disabilities, Special Education Teachers, Instructional Effectiveness, At Risk Students, Interpersonal Competence, Teacher Education
DOI: 10.1177/07419325211063491
تدمد: 0741-9325
1538-4756
مستخلص: It is crucial that special education teachers are equipped with the knowledge and skills necessary to improve outcomes for students with disabilities. Despite federal legislation and efforts of the field to identify and disseminate evidence-based practices for students with disabilities, it is uncertain whether all special education teachers provide instruction based on the best available research. To better prepare special education teachers, McLeskey et al. proposed 22 high-leverage practices (HLPs). We conducted this systematic review of meta-analyses to provide an initial investigation of the experimental evidence reporting on the effectiveness of the HLPs for students with, or at risk for, a disability. Results indicated the largest amount of evidence from meta-analyses related to intensive instruction, explicit instruction, and social skills, with few meta-analyses reporting on collaboration and assessment. The results highlighted disproportional evidence according to disability categories. Implications for future research, practice, and teacher education are discussed.
Abstractor: As Provided
Entry Date: 2022
رقم الأكسشن: EJ1350502
قاعدة البيانات: ERIC
الوصف
تدمد:0741-9325
1538-4756
DOI:10.1177/07419325211063491