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In this study the effects of the use of digital student monitoring tools for teachers (DMTs) on student achievement (primary and secondary schools, mathematics, reading, and language) were investigated through a meta-analysis (n = 14). The studies were also coded for feedback and intervention features, which resulted in three groups of combinations of DMTs and interventions. The meta-analytic findings indicate that the use of a DMT overall has a moderate effect (ES = 0.12) on student achievement for studies in which student achievement is measured by means of researcher-independent tests. Positive effects were also found for the use of DMTs in primary education (ES = 0.14), reading (ES = 0.17), mathematics (ES = 0.10), and for two groups of DMT-intervention combinations (ES = 0.25 and 0.13). Our results are encouraging but should be interpreted with caution, given the small number of studies that met our stringent inclusion criteria.

In this study, the relationship between differentiated instruction, as an element of data-based decision making, and student achievement was examined. Classroom observations (n = 144) were used to measure teachers' differentiated instruction practices and to predict the mathematical achievement of 2nd- and 5th-grade students (n = 953). The analysis of classroom observation data was based on a combination of generalizability theory and item response theory, and student achievement effects were determined by means of multilevel analysis. No significant positive effects were found for differentiated instruction practices. Furthermore, findings showed that students in low-ability groups profited less from differentiated instruction than students in average or high-ability groups. Nevertheless, the findings, data collection, and data-analysis procedures of this study contribute to the study of classroom observation and the measurement of differentiated instruction.

In this study the effects of the use of digital student monitoring tools for teachers (DMTs) on student achievement (primary and secondary schools, mathematics, reading, and language) were investigated through a meta-analysis (n = 14). The studies were also coded for feedback and intervention features, which resulted in three groups of combinations of DMTs and interventions. The meta-analytic findings indicate that the use of a DMT overall has a moderate effect (ES =.12) on student achievement for studies in which student achievement is measured by means of researcher-independent tests. Positive effects were also found for the use of DMTs in primary education (ES =.14), reading (ES =.17), mathematics (ES =.10), and for two groups of DMT-intervention combinations (ES =.25 and.13). Our results are encouraging but should be interpreted with caution, given the small number of studies that met our stringent inclusion criteria. [ABSTRACT FROM AUTHOR]

In this study, the relationship between differentiated instruction, as an element of data-based decision making, and student achievement was examined. Classroom observations (n = 144) were used to measure teachers’ differentiated instruction practices and to predict the mathematical achievement of 2nd- and 5th-grade students (n = 953). The analysis of classroom observation data was based on a combination of generalizability theory and item response theory, and student achievement effects were determined by means of multilevel analysis. No significant positive effects were found for differentiated instruction practices. Furthermore, findings showed that students in low-ability groups profited less from differentiated instruction than students in average or high-ability groups. Nevertheless, the findings, data collection, and data-analysis procedures of this study contribute to the study of classroom observation and the measurement of differentiated instruction. [ABSTRACT FROM AUTHOR]