CLASSWIDE CURRICULUM-BASED MEASUREMENT - HELPING GENERAL EDUCATORS MEET THE CHALLENGE OF STUDENT DIVERSITY

被引：83

作者：

FUCHS, LS ^{[1
]}

FUCHS, D ^{[1
]}

HAMLETT, CL ^{[1
]}

PHILLIPS, NB ^{[1
]}

BENTZ, J ^{[1
]}

机构：

[1] UNIV ILLINOIS,COLL EDUC,CHAMPAIGN,IL 61820

来源：

EXCEPTIONAL CHILDREN | 1994年 / 60卷 / 06期

关键词：

D O I：

10.1177/001440299406000605

中图分类号：

G76 [特殊教育];

学科分类号：

040109 ;

摘要：

This study examined the effectiveness of innovative curriculum-based measurement (CBM) classwide decision-making structures within general education mathematics instruction, with and without recommendations for how to incorporate CBM feedback into instructional planning. Forty general educators, each of whom had at least one student with an identified learning disability for math instruction, were randomly assigned to three groups: CBM with class wide reports that summarized information and provided instructional recommendations, CBM with reports but without recommendations, and contrast (no CBM). Results indicated that only the CBM teachers who received instructional recommendations designed better instructional programs and effected greater achievement for their students.

引用

页码：518 / 537

页数：20

共 29 条

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