Teachers' Use and Perceptions of Progress Monitoring

Autor/inn/en	Luckner, John L.; Bowen, Sandy K.
Titel	Teachers' Use and Perceptions of Progress Monitoring
Quelle	In: American Annals of the Deaf, 155 (2010) 4, S.397-406 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-726X
Schlagwörter	Reading Improvement; Partial Hearing; Deafness; Student Motivation; Academic Achievement; Regular and Special Education Relationship; Response to Intervention; Educational Improvement + Suchen Sie Ihr Suchwort? Hörbehinderung; Gehörlosigkeit; Taubstummheit; Schulische Motivation; Schulleistung; Teaching improvement; Unterrichtsentwicklung
Abstract	Progress monitoring is a set of techniques used to assess students' academic performance on a regular and frequent basis. Different forms of progress monitoring have been used effectively in the field of general special education for more than 20 years. However, to date, limited information about how progress monitoring is being used in the field of deaf education is available. The present study was undertaken to examine how progress monitoring is being used with students who are deaf or hard of hearing and to find out teachers' perceptions about the utilization and value of using progress monitoring. Overall, participants were very positive. They reported that the use of progress monitoring improved students' motivation and helped them better evaluate the effectiveness of their instruction. Participants' primary concern was with the amount of time progress monitoring takes away from teaching. Additional results and recommendations are provided. (Contains 2 tables.) (As Provided).
Anmerkungen	Gallaudet University Press. 800 Florida Avenue NE, Denison House, Washington, DC 20002-3695. Tel: 202-651-5488; Fax: 202-651-5489; Web site: http://gupress.gallaudet.edu/annals/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10