Elementary Special Education Teachers' Use of CBM Data: A 20-Year Follow-Up

Autor/inn/en	Swain, Kristine D.; Hagaman, Jessica L.
Titel	Elementary Special Education Teachers' Use of CBM Data: A 20-Year Follow-Up
Quelle	In: Preventing School Failure, 64 (2020) 1, S.48-54 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-988X
DOI	10.1080/1045988X.2019.1678009
Schlagwörter	Elementary School Teachers; Special Education Teachers; Data Use; Curriculum Based Assessment; Individualized Education Programs; Progress Monitoring; Positive Behavior Supports; Prereferral Intervention; Evaluation Methods; Reading Skills; Student Evaluation; Kansas; Nebraska; Oklahoma; South Dakota; Missouri + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Special education; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Individualized education program; Individualisierendes Lernen; Disziplinierung; Reading skill; Lesefertigkeit; Schulnote; Studentische Bewertung; South-Dakota
Abstract	This 20-year follow-up study examined elementary special educators' use of curriculum-based measurement. Elementary special educators (N = 1,077) in four Midwest states participated in the survey. Results indicated that the overall use of CBM was much higher than 20 years ago with reading CBM as the most prevalent area of monitoring with data used primarily for progress monitoring and prereferral. The need for professional development and district leadership in the area of CBM is persistent over the 20-year time frame. In addition, time continues to be reported as a barrier for CBM implementation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01