Thirty-seven preservice teachers engaged in a self-regulated learning experience proposed to increase their algebra content knowledge and to examine their use of data to make instructional decisions. Using weekly algebra curriculum-based measures, preservice special education teachers set learning goals and objectives, individually selected and adjusted weekly learning activities, and self-monitored and graphed their progress. A mixed-methods approach identified that all participants significantly increased in their algebra content knowledge, but the decision-making approaches among students varied greatly.

中文翻译：

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在职前培训中提高基于课程的测量工具的功能

三十七名从事自我调节学习经历的职前教师建议增加他们的代数内容知识，并检查他们对数据的使用以做出教学决策。职前特殊教育教师使用每周的基于代数课程的方法，设定学习目标和目的，分别选择和调整每周的学习活动，并对自己的进度进行自我监控和绘制图表。混合方法确定所有参与者的代数内容知识显着增加，但学生的决策方法差异很大。