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| Autor/inn/en | Capizzi, Andrea M.; Fuchs, Lynn S. |
|---|---|
| Titel | Effects of Curriculum-Based Measurement With and Without Diagnostic Feedback on Teacher Planning |
| Quelle | In: Remedial and Special Education, 26 (2005) 3, S.159-174 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0741-9325 |
| Schlagwörter | Grade 5; Instructional Development; Special Education Teachers; Feedback; Mild Disabilities; Resource Teachers; Curriculum Based Assessment |
| Abstract | The purpose of this study was to assess the effects of curriculum-based measurement (CBM), with and without diagnostic feed-back, on general and special educators' instructional planning in reading. Participants were 19 second-grade teachers with their 309 students without disabilities and 16 resource teachers with their 127 first-through fifth-grade students with mild disabilities. Blocking on background (general vs. special education), teachers were assigned randomly to three conditions: control, CBM, or CBM with diagnostic feedback (CBM+D). CBM data were collected on students for 3 consecutive weeks. Then teachers attended a 2-hour workshop where they completed classwide and individual student instructional planning sheets in accordance with their experimental condition. For the individual plans, one high-, one average-, and one low-performing student was selected from each teacher's class. On the classwide plans, across backgrounds, teachers in the CBM+D condition targeted fewer objectives than control teachers. On individual plans, CBM+D resource teachers targeted appropriate skills for average- and low-achieving students more effectively than did CBM and control resource teachers, and CBM+D second-grade teachers targeted appropriate skills for average- and highachieving target students more effectively than CBM second-grade teachers. Implications for future research and practice are discussed. (Author). |
| Anmerkungen | PRO-ED, Inc., 8700 Shoal Creek Boulevard, Austin, Texas 78757-6897. Tel: 800-897-3202 (Toll Free). |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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