Raising the Power of Curriculum-Based Measurement Tools in Preservice Training

Autor/inn/en	Watt, Sarah; Conoyer, Sarah; Ford, Jeremy W.; Foegen, Anne; Luckey, Georgia
Titel	Raising the Power of Curriculum-Based Measurement Tools in Preservice Training
Quelle	In: Teacher Education and Special Education, 44 (2021) 1, S.78-92 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Watt, Sarah)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0888-4064
DOI	10.1177/0888406420916829
Schlagwörter	Curriculum Based Assessment; Preservice Teacher Education; Preservice Teachers; Independent Study; Mathematics Skills; Algebra; Pedagogical Content Knowledge; Special Education Teachers; Decision Making; Mathematics Teachers; Mathematics Instruction; Skill Development + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Selbststudium; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Pädagogische Kompetenz; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Decision-making; Entscheidungsfindung; Mathematics; Mathematik; Mathematics lessons; Mathematikunterricht; Kompetenzentwicklung; Qualifikationsentwicklung
Abstract	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. (As Provided).
Anmerkungen	SAGE Publications. 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: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01