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Learning disabilities research & practice : a publ... 9건

  1. [해외논문]   Curriculum‐based measurement as the emerging alternative: three decades later  

    Fuchs, Lynn S.
    Learning disabilities research & practice : a publication of the Division for Learning Disabilities, Council for Exceptional Children v.32 no.1 ,pp. NA , 2017 , 0938-8982 ,

    초록

    원문보기

    원문보기
    무료다운로드 유료다운로드

    회원님의 원문열람 권한에 따라 열람이 불가능 할 수 있으며 권한이 없는 경우 해당 사이트의 정책에 따라 회원가입 및 유료구매가 필요할 수 있습니다.이동하는 사이트에서의 모든 정보이용은 NDSL과 무관합니다.

    NDSL에서는 해당 원문을 복사서비스하고 있습니다. 아래의 원문복사신청 또는 장바구니담기를 통하여 원문복사서비스 이용이 가능합니다.

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  2. [해외논문]   Issue Information (Aims and Scope, Subscription and copyright info, TOC and Editorial Board)   SSCI


    Learning disabilities research & practice : a publication of the Division for Learning Disabilities, Council for Exceptional Children v.32 no.1 ,pp. 1 - 4 , 2017 , 0938-8982 ,

    초록

    원문보기

    원문보기
    무료다운로드 유료다운로드

    회원님의 원문열람 권한에 따라 열람이 불가능 할 수 있으며 권한이 없는 경우 해당 사이트의 정책에 따라 회원가입 및 유료구매가 필요할 수 있습니다.이동하는 사이트에서의 모든 정보이용은 NDSL과 무관합니다.

    NDSL에서는 해당 원문을 복사서비스하고 있습니다. 아래의 원문복사신청 또는 장바구니담기를 통하여 원문복사서비스 이용이 가능합니다.

    이미지

    Fig. 1 이미지
  3. [해외논문]   Curriculum‐Based Measurement as the Emerging Alternative: Three Decades Later   SSCI

    Fuchs, Lynn S. (Vanderbilt University)
    Learning disabilities research & practice : a publication of the Division for Learning Disabilities, Council for Exceptional Children v.32 no.1 ,pp. 5 - 7 , 2017 , 0938-8982 ,

    초록

    원문보기

    원문보기
    무료다운로드 유료다운로드

    회원님의 원문열람 권한에 따라 열람이 불가능 할 수 있으며 권한이 없는 경우 해당 사이트의 정책에 따라 회원가입 및 유료구매가 필요할 수 있습니다.이동하는 사이트에서의 모든 정보이용은 NDSL과 무관합니다.

    NDSL에서는 해당 원문을 복사서비스하고 있습니다. 아래의 원문복사신청 또는 장바구니담기를 통하여 원문복사서비스 이용이 가능합니다.

    이미지

    Fig. 1 이미지
  4. [해외논문]   Data‐Based Decision‐Making: Developing a Method for Capturing Teachers' Understanding of CBM Graphs   SSCI

    Espin, Christine A. (University of Minnesota ) , Wayman, Miya Miura (University of Minnesota ) , Deno, Stanley L. (University of Minnesota ) , McMaster, Kristen L. (University of Minnesota ) , de Rooij, Mark (Leiden University)
    Learning disabilities research & practice : a publication of the Division for Learning Disabilities, Council for Exceptional Children v.32 no.1 ,pp. 8 - 21 , 2017 , 0938-8982 ,

    초록

    In this special issue, we explore the decision‐making aspect of data‐based decision‐making . The articles in the issue address a wide range of research questions, designs, methods, and analyses, but all focus on data‐based decision‐making for students with learning difficulties. In this first article, we introduce the topic of data‐based decision‐making and provide an overview of the special issue. We then describe a small, exploratory study designed to develop a method for studying teachers’ understanding and interpretation of Curriculum‐Based Measurement (CBM) graphs. Specifically, we examine whether think‐alouds scored for coherence, specificity, reflectivity, and accuracy differentiate teachers with more or less understanding of CBM data. We conclude the article by discussing the importance of, and the need for, research on teachers’ understanding, interpretation, and use of data for instructional decision‐making.

    원문보기

    원문보기
    무료다운로드 유료다운로드

    회원님의 원문열람 권한에 따라 열람이 불가능 할 수 있으며 권한이 없는 경우 해당 사이트의 정책에 따라 회원가입 및 유료구매가 필요할 수 있습니다.이동하는 사이트에서의 모든 정보이용은 NDSL과 무관합니다.

    NDSL에서는 해당 원문을 복사서비스하고 있습니다. 아래의 원문복사신청 또는 장바구니담기를 통하여 원문복사서비스 이용이 가능합니다.

    이미지

    Fig. 1 이미지
  5. [해외논문]   Pre‐service Teachers' Interpretation of CBM Progress Monitoring Data   SSCI

    Wagner, Dana L. (Minnesota State University Mankato ) , Hammerschmidt‐ (University of Minnesota ) , Snidarich, Stephanie M. (Leiden University ) , Espin, Christine A. (University of Minnesota ) , Seifert, Kathleen (University of Minnesota) , McMaster, Kristen L.
    Learning disabilities research & practice : a publication of the Division for Learning Disabilities, Council for Exceptional Children v.32 no.1 ,pp. 22 - 31 , 2017 , 0938-8982 ,

    초록

    Teachers must be proficient at using data to evaluate the effects of instructional strategies and interventions, and must be able to make, describe, justify, and validate their data‐based instructional decisions to parents, students, and educational colleagues. An important related skill is the ability to accurately read and interpret progress‐monitoring graphs. This study examined preservice special education teachers’ graph reading and interpretation skills at two points in time. Participants used a think‐aloud procedure to interpret a curriculum‐based measurement (CBM) progress monitoring graph, and results were compared to those of CBM experts. Overall, preservice teachers tended to say fewer words than graph experts did. Furthermore, their descriptions of CBM graphs were less sequentially coherent, specific, and reflective. Little change was observed at time 2. Implications for improving teacher preparation in this skill area are discussed.

    원문보기

    원문보기
    무료다운로드 유료다운로드

    회원님의 원문열람 권한에 따라 열람이 불가능 할 수 있으며 권한이 없는 경우 해당 사이트의 정책에 따라 회원가입 및 유료구매가 필요할 수 있습니다.이동하는 사이트에서의 모든 정보이용은 NDSL과 무관합니다.

    NDSL에서는 해당 원문을 복사서비스하고 있습니다. 아래의 원문복사신청 또는 장바구니담기를 통하여 원문복사서비스 이용이 가능합니다.

    이미지

    Fig. 1 이미지
  6. [해외논문]   Why a Data‐Based Decision‐Making Intervention Works in Some Schools and Not in Others   SSCI

    Keuning, Trynke (University of Twente and Maastricht University ) , Van Geel, Marieke (University of Twente ) , Visscher, Adrie (University of Twente)
    Learning disabilities research & practice : a publication of the Division for Learning Disabilities, Council for Exceptional Children v.32 no.1 ,pp. 32 - 45 , 2017 , 0938-8982 ,

    초록

    The use of data for adaptive, tailor‐made education can be beneficial for students with learning difficulties. While evaluating the effects of a data‐based decision‐making (DBDM) intervention on student outcomes, considerable variation between intervention effects, ranging from high‐intervention effects to small or even negative intervention effects, across schools was found. The main purpose of this study was to investigate whether educator and school organizational characteristics are related to the effects of a DBDM intervention on student achievement growth by comparing 10 primary schools with strong intervention effects with 10 primary schools with no intervention effects on student achievement. Supportive and hindering factors were studied by means of surveys and interviews with school management teams, and by examining school reports from the project trainers. Results indicate that schools with strong intervention effects differed from schools with no intervention effects with regard to their teachers’ teaching quality, staff's attitude toward DBDM, and the school data culture.

    원문보기

    원문보기
    무료다운로드 유료다운로드

    회원님의 원문열람 권한에 따라 열람이 불가능 할 수 있으며 권한이 없는 경우 해당 사이트의 정책에 따라 회원가입 및 유료구매가 필요할 수 있습니다.이동하는 사이트에서의 모든 정보이용은 NDSL과 무관합니다.

    NDSL에서는 해당 원문을 복사서비스하고 있습니다. 아래의 원문복사신청 또는 장바구니담기를 통하여 원문복사서비스 이용이 가능합니다.

    이미지

    Fig. 1 이미지
  7. [해외논문]   Data‐Based Decision‐Making: Teachers' Comprehension of Curriculum‐Based Measurement Progress‐Monitoring Graphs   SSCI

    van den Bosch, Roxette M. (Leiden University ) , Espin, Christine A. (Leiden University ) , Chung, Siuman (Leiden University ) , Saab, Nadira (Leiden University Graduate School of Teaching (ICLON))
    Learning disabilities research & practice : a publication of the Division for Learning Disabilities, Council for Exceptional Children v.32 no.1 ,pp. 46 - 60 , 2017 , 0938-8982 ,

    초록

    Teachers have difficulty using data from Curriculum‐based Measurement (CBM) progress graphs of students with learning difficulties for instructional decision‐making. As a first step in unraveling those difficulties, we studied teachers’ comprehension of CBM graphs. Using think‐aloud methodology, we examined 23 teachers’ ability to read , interpret , and link CBM data to instruction for fictitious graphs and their own students’ graphs. Additionally, we examined whether graph literacy—measured with a self‐report question and graph‐reading skills test—affected graph comprehension. To provide a framework for understanding teachers’ graph comprehension, we also collected data from “gold‐standard” experts. Results revealed that teachers were reasonably proficient at reading the data , but had more difficulty with interpreting and linking the data to instruction . Graph literacy was related to some but not all aspects of teachers’ CBM graph‐comprehension ability. Implications for training teachers to comprehend and use CBM progress data for decision‐making are discussed.

    원문보기

    원문보기
    무료다운로드 유료다운로드

    회원님의 원문열람 권한에 따라 열람이 불가능 할 수 있으며 권한이 없는 경우 해당 사이트의 정책에 따라 회원가입 및 유료구매가 필요할 수 있습니다.이동하는 사이트에서의 모든 정보이용은 NDSL과 무관합니다.

    NDSL에서는 해당 원문을 복사서비스하고 있습니다. 아래의 원문복사신청 또는 장바구니담기를 통하여 원문복사서비스 이용이 가능합니다.

    이미지

    Fig. 1 이미지
  8. [해외논문]   Assessing Teachers' Competencies to Read and Interpret Graphs from Learning Progress Assessment: Results from Tests and Interviews   SSCI

    Zeuch, Nina (University of Münster ) , Fö (University of Münster ) , rster, Natalie (University of Münster) , Souvignier, Elmar
    Learning disabilities research & practice : a publication of the Division for Learning Disabilities, Council for Exceptional Children v.32 no.1 ,pp. 61 - 70 , 2017 , 0938-8982 ,

    초록

    Learning progress assessment (LPA) provides formative information about effectiveness of instructional decisions. Learning curves are usually presented as graphical illustrations. However, little is known about teachers understanding and interpreting of graphically presented information. An instrument to measure competencies in reading graphs from learning progress assessment (LPA‐test) was developed. One‐hundred and twenty‐four student teachers and 36 teachers completed the LPA‐test and a second test that assessed reading graphical information from diagrams. In addition, interviews from 10 teachers provided information about thinking processes while dealing with graphs on learning progress information. Technical adequacy of the LPA‐test proved to be satisfactory. Results in the LPA‐test underline the capacity that most teachers generally have when learning graphing. Interviews reveal that teachers skip a thorough description of the graphical illustration, concentrate on marginal details, and tend to immediately transmit students’ achievement into school grades without structuring information.

    원문보기

    원문보기
    무료다운로드 유료다운로드

    회원님의 원문열람 권한에 따라 열람이 불가능 할 수 있으며 권한이 없는 경우 해당 사이트의 정책에 따라 회원가입 및 유료구매가 필요할 수 있습니다.이동하는 사이트에서의 모든 정보이용은 NDSL과 무관합니다.

    NDSL에서는 해당 원문을 복사서비스하고 있습니다. 아래의 원문복사신청 또는 장바구니담기를 통하여 원문복사서비스 이용이 가능합니다.

    이미지

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  9. [해외논문]   Reflections on Teachers' Data‐Based Decision Making   SSCI

    Stecker, Pamela M. (Clemson University)
    Learning disabilities research & practice : a publication of the Division for Learning Disabilities, Council for Exceptional Children v.32 no.1 ,pp. 71 - 72 , 2017 , 0938-8982 ,

    초록

    Learning progress assessment (LPA) provides formative information about effectiveness of instructional decisions. Learning curves are usually presented as graphical illustrations. However, little is known about teachers understanding and interpreting of graphically presented information. An instrument to measure competencies in reading graphs from learning progress assessment (LPA‐test) was developed. One‐hundred and twenty‐four student teachers and 36 teachers completed the LPA‐test and a second test that assessed reading graphical information from diagrams. In addition, interviews from 10 teachers provided information about thinking processes while dealing with graphs on learning progress information. Technical adequacy of the LPA‐test proved to be satisfactory. Results in the LPA‐test underline the capacity that most teachers generally have when learning graphing. Interviews reveal that teachers skip a thorough description of the graphical illustration, concentrate on marginal details, and tend to immediately transmit students’ achievement into school grades without structuring information.

    원문보기

    원문보기
    무료다운로드 유료다운로드

    회원님의 원문열람 권한에 따라 열람이 불가능 할 수 있으며 권한이 없는 경우 해당 사이트의 정책에 따라 회원가입 및 유료구매가 필요할 수 있습니다.이동하는 사이트에서의 모든 정보이용은 NDSL과 무관합니다.

    NDSL에서는 해당 원문을 복사서비스하고 있습니다. 아래의 원문복사신청 또는 장바구니담기를 통하여 원문복사서비스 이용이 가능합니다.

    이미지

    Fig. 1 이미지

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