Measure of Success : The Influence of Curriculum-Based Measurement on Education.
Title:
Measure of Success : The Influence of Curriculum-Based Measurement on Education.
Author:
Espin, Christine A.
ISBN:
9780816681747
Personal Author:
Physical Description:
1 online resource (407 pages)
Contents:
Cover -- Contents -- Abbreviations -- Introduction -- 1. Curriculum-Based Measurement: The Paradigm, History, and Legacy -- I. Contributions to Educational Policy and Practice -- 2. A Review of Deno and Mirkin's Special Education Resource Teacher (SERT) Model: An Early Effort to Reconcile the Right to Social Integration with a Need for Effective Instruction -- 3. Using Curriculum-Based Measurement to Develop Educationally Meaningful and Legally Sound Individualized Education Programs (IEPs) -- 4. When the "Emerging Alternative" Becomes the Standard -- II. School-Based and District-Wide Applications -- 5. School-and District-Wide Implementation of Curriculum-Based Measurement in the Minneapolis Public Schools -- 6. Implementing Data-Based Program Modification Big Ideas -- 7. The Contribution of Curriculum-Based Measurement to Response to Intervention: Research, Policy, and School Practice -- III. Applications in Elementary Education -- 8. How Curriculum-Based Measures Help Us Detect Word Recognition Problems in First Graders -- 9. How Progress Monitoring Research Contributed to Early Intervention for and Prevention of Reading Difficulty -- 10. Technological Applications of Curriculum-Based Measurement in Elementary Settings: Curriculum-Based Measurement in the Digital Age -- IV. Applications in Secondary Education -- 11. Big Ideas and Core Values: The Influence of Stanley Deno's Work on Secondary Mathematics Progress Monitoring -- 12. They're Getting Older . . . but Are They Getting Better? The Influence of Curriculum-Based Measurement on Programming for Secondary-School Students with Learning Disabilities -- V. Applications in General Education Settings -- 13. Curriculum-Based Measurement at Larue Elementary: They Said It Couldn't Be Done! -- 14. Curriculum-Based Measurement Progress Monitoring and the Health of General Education.
VI. Applications for Special School Populations -- 15. Curriculum-Based Measurement and English Language Learners: District-Wide Academic Norms for Special Education Eligibility -- 16. A Tribute to Stanley Deno: Curriculum-Based Measurement for English Learners in First Grade -- 17. Extending Curriculum-Based Measurement to Assess Performance of Students with Significant Cognitive Disabilities -- VII. Applications in State Assessments of Schools -- 18. How Curriculum-Based Measurement Progress Monitoring Contributes to the Alignment of Instruction and State-Adopted Standards and Assessments -- 19. Curriculum-Based Measures: Application with State Assessments -- 20. Curriculum-Based Measurement, Progress Monitoring, and State Assessments -- VIII. Uses for Teacher Development -- 21. Stanley Deno's Contributions to Teacher Education Scholarship and Practice -- 22. The Impact of Curriculum-Based Measurement on Teacher Practice -- IX. Uses in Psychology and School Psychology -- 23. Data-Based Program Modification and the Launching of Careers -- 24. School Psychology as Problem Solving -- 25. Cognitive Processes in Reading and the Measurement of Comprehension -- X. International Contributions -- 26. Current Status of Curriculum-Based Measurement in Korea -- 27. Footprints of Curriculum-Based Measurement in South Korea: Past, Present, and Future -- 28. Expanding the Use of Curriculum-Based Measurement: A Look at Nicaragua -- 29. The Use of Curriculum-Based Measurement Maze in Greek: A Closer Look at What It Measures -- Conclusion: Reflections on the Influence of Curriculum-Based Measurement on Educational Practice and Policy . . . and Its Progenitor -- Contributors -- Index -- A -- B -- C -- D -- E -- F -- G -- H -- I -- J -- K -- L -- M -- N -- O -- P -- R -- S -- T -- U -- V -- W -- X -- Y -- Z.
Abstract:
Simple in concept, far-reaching in implementation, Curriculum-Based Measurement (CBM) was developed in the 1980s as an efficient way to assess the progress of struggling students, including those with disabilities. Today, there are few areas of special education policy and practice that have not been influenced by CBM progress monitoring. The impact of CBM is reflected in recent education reforms that emphasize improvements in assessment and data-based decision making. Gathering an international group of leading researchers and practitioners, A Measure of Success provides a comprehensive picture of the past, present, and possible future of CBM progress monitoring. The book will be instrumental for researchers and practitioners in both general and special education, particularly those involved in the rapidly growing Response to Intervention (RTI) approach, an approach used to determine the performance and placement of students with learning difficulties.A Measure of Success presents a nuanced examination of CBM progress monitoring in reading, math, and content-area learning to assess students at all levels, from early childhood to secondary school, and with a wide range of abilities, from high- and low-incidence disabilities to no disabilities. This study also evaluates how the approach has affected instructional practices, teacher training, psychology and school psychology, educational policy, and research in the United States and beyond.Timely and unique, this volume will interest anyone in education who wants to harness the potential advantage of progress monitoring to improve outcomes for students.Contributors: Laurence Bergeron; Lionel A. Blatchley; Renee Bradley; Mary T. Brownell, U of Florida; Todd W. Busch, U of St. Thomas; Heather M. Campbell, St. Olaf College; Ann Casey; Theodore J. Christ, U of Minnesota; Kelli D. Cummings, U of Oregon;
Eric Dion, U du Québec à Montréal; Isabelle Dubé, U du Québec à Montréal; Hank Fien, U of Oregon; Anne Foegen, Iowa State U; Douglas Fuchs, Vanderbilt U; Lynn S. Fuchs, Vanderbilt U; Gary Germann; Kim Gibbons; Roland H. Good III, U of Oregon; Anne W. Graves, San Diego State U; John L. Hosp, U of Iowa; Michelle K. Hosp; Joseph R. Jenkins, U of Washington; Ruth A. Kaminski; Panayiota Kendeou, Neapolis U Pafos, Cyprus; Dong-il Kim, Seoul National U, South Korea; Amanda Kloo, U of Pittsburgh; Danika Landry, U du Québec à Montréal; Erica Lembke, U of Missouri; Francis E. Lentz Jr., U of Cincinnati; Sylvia Linan-Thompson, U of Texas at Austin; Charles D. Machesky; Doug Marston; James L. McLeskey, U of Florida; Timothy C. Papadopoulos, U of Cyprus; Kelly A. Powell-Smith; Greg Roberts, U of Texas at Austin; Margaret J. Robinson; Steven L. Robinson, Minnesota State U, Mankato; Catherine Roux, U du Québec à Montréal; Barbara J. Scierka; Edward S. Shapiro, Lehigh U; Jongho Shin, Seoul National U, South Korea; Mark R. Shinn, National Louis U; James G. Shriner, U of Illinois, Urbana-Champaign; Paul T. Sindelar, U of Florida; Deborah L. Speece, U of Maryland; Pamela M. Stecker, Clemson U; Martha L. Thurlow, U of Minnesota; RenátaTichá, U of Minnesota; Gerald Tindal, U of Oregon; Paul van den Broek, Leiden U, the Netherlands; Sharon Vaughn, U of Texas at Austin; Dana L. Wagner, Augsburg College; Teri Wallace, Minnesota State U, Mankato; Jeanne Wanzek, Florida State U; Mary Jane White, U of Minnesota; Mitchell L. Yell, U of South Carolina; Naomi Zigmond, U of Pittsburgh.
Local Note:
Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2017. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.
Genre:
Electronic Access:
Click to View