Conducting Curriculum-Based Measurement with Computerized Data Collection: Effects on Efficiency and Teacher Satisfaction

1988 ◽  
Vol 9 (2) ◽  
pp. 73-86 ◽  
Author(s):  
Lynn S. Fuchs ◽  
Carol L. Hamlett ◽  
Douglas Fuchs ◽  
Pamela M. Stecker ◽  
Carl Ferguson
Keyword(s):  
Special Education ◽  
Data Collection ◽  
Student Performance ◽  
Special Education Teachers ◽  
Teacher Satisfaction ◽  
Curriculum Based Measurement ◽  
Computer Data ◽  
Education Practice ◽  
Teachers And Students ◽  
Measurement And Evaluation

This study assessed the efficiency of and teacher satisfaction with curriculum-based measurement (CBM) when student performance data are collected by teachers or by computers. Participants were 20 special education teachers, randomly assigned to teacher and computer administration groups. Each practitioner selected two mildly handicapped pupils for participation. For 15 weeks, teachers employed CBM in reading, spelling, and math, with data collected by teachers or by computers. Ten weeks into the study, teachers and students were observed during measurement and evaluation activities, and durations of time allocated to CBM procedures were recorded. Teacher satisfaction was indexed with a questionnaire at the study's completion. Observational data indicated that teachers spent less time in measurement and evaluation when data were collected by computers; further, satisfaction data revealed that computer-data-collection teachers were more satisfied with the procedures. However, students spent more time in measurement with computer data collection. Implications for special education practice are discussed.

Vocabulary Intervention for Secondary-Level Youth

1992 ◽  
Vol 15 (3) ◽  
pp. 207-222 ◽  
Author(s):  
Colleen S. Stump ◽  
Thomas C. Lovitt ◽  
Susan Fister ◽  
Karen Kemp ◽  
Rickey Moore ◽  
...  
Keyword(s):  
Special Education ◽  
Learning Disabilities ◽  
Student Performance ◽  
Special Education Teachers ◽  
Research Translation ◽  
Vocabulary Intervention ◽  
Project Outcomes ◽  
Teachers And Students ◽  
Student Reactions ◽  
Student Performance Data

A research-translation project introduced a precision-teaching vocabulary intervention to 36 general and special education teachers through two workshops over a two-year period. (The teachers, in turn, introduced the approach to 694 students, 125 of whom were youth with learning disabilities). The goals of the project were threefold: (a) to determine if, after attending one-day training sessions, teachers were able to implement the vocabulary approach with their students; (b) to evaluate the degree to which the intervention influenced student performance, especially that of pupils with learning disabilities; and (c) to gather teacher and student reactions to the approach. Project outcomes revealed that (a) all but one teacher who received training implemented the approach and collected student performance data; (b) the majority of students, whether general or special education youth attending mainstream or special education settings, demonstrated increased accuracy and fluency on timed vocabulary quizzes; and (c) both teachers and students found the approach worthwhile and enjoyable.

Improving Teaching Quality for Students With Disabilities: Establishing a Warrant for Teacher Education Practice

2019 ◽  
Vol 43 (1) ◽  
pp. 28-44
Author(s):  
Mary T. Brownell ◽  
Nathan D. Jones ◽  
Hyojong Sohn ◽  
Kristabel Stark
Keyword(s):  
Special Education ◽  
Teacher Education ◽  
Students With Disabilities ◽  
Special Education Teachers ◽  
Teaching Quality ◽  
Special Education Teacher ◽  
Current Status ◽  
Education Practice ◽  
Teacher Workforce ◽  
Future Work

In the 2010 issue of Teacher Education and Special Education ( TESE), Sindelar and colleagues examined the current status of research on special education teachers and outlined future work necessary to improve the special education teacher workforce. In this article, the authors focus explicitly on Sindelar and colleagues’ charge to increase the quality of research on teacher education. They begin the article by conducting a literature review of all articles published in TESE from 2010 to 2019, examining papers focused on advancing theory, measurement, and practice in teacher education. They compare patterns in the research to the broader teacher education literature captured in seven special and teacher education journals. They conclude by discussing needs of the field going forward and provide some thoughts about how we might address those needs through a comprehensive research agenda—one that articulates a vision for how we might develop teaching quality at the intersection of general and special education.

Effects of Alternative Goal Structures within Curriculum-Based Measurement

1989 ◽  
Vol 55 (5) ◽  
pp. 429-438 ◽  
Author(s):  
Lynn S. Fuchs ◽  
Douglas Fuchs ◽  
Carol L. Hamlett
Keyword(s):  
Special Education ◽  
Goal Setting ◽  
Special Education Teachers ◽  
Multivariate Analyses ◽  
Control Group ◽  
Curriculum Based Measurement ◽  
Goal Structures ◽  
Content Mastery ◽  
Treatment Measures ◽  
Content Coverage

This study assessed the effects of alternative goal structures within curriculum-based measurement (CBM) in the area of math. Subjects were 30 special education teachers, assigned randomly to a dynamic goal CBM, static goal CBM, or control group for 15 weeks. Each teacher selected two mildly or moderately handicapped pupils for participation. Analyses of variance conducted on fidelity of treatment measures indicated that dynamic goal teachers increased goals more frequently and, by the study's completion, employed more ambitious goals. Multivariate analyses of covariance indicated that students in the dynamic goal group had better content mastery than did control students, whereas students in the static goal group did not. Content coverage for the three groups was comparable. Implications for special education goal-setting practice are discussed.

Reading and Writing: Integrating Software into the Curriculum

1993 ◽  
Vol 12 (4) ◽  
pp. 44-51 ◽  
Author(s):  
Libby G. Cohen ◽  
Loraine J. Spenciner
Keyword(s):  
Special Education ◽  
Special Needs ◽  
Computer Technology ◽  
Special Education Teachers ◽  
Assistive Devices ◽  
Students With Special Needs ◽  
Resource Room ◽  
Reading And Writing ◽  
Teachers And Students ◽  
Writing Curricula

This study investigated how rural special education teachers and students use computer technology when working on reading, spelling, and writing activities. The results indicate that computers are not very well integrated in reading, spelling, or writing curricula. When students do use computers, they use them by themselves in the resource room or in the special classroom for reinforcement activities. Assistive devices, which could make computers accessible, are, for the most part, unavailable. Despite the evidence of the benefits of the use of microcomputers and software by students with special needs, this technology remains largely untapped.

scholarly journals THE INFLUENCES OF SOME VARIABLES ON ATTITUDES OF SPECIAL EDUCATION TEACHERS TOWARDS EDUCATING PUPILS WITH AUTISM IN REGULAR SETTINGS

2015 ◽  
Vol 3 (10) ◽  
pp. 30-37
Author(s):  
Hamid Hassan Ahmed Elhassan ◽  
EldoodYousifEldood Ahmed ◽  
Abdul-alaziz Alasmari
Keyword(s):  
Special Education ◽  
Data Collection ◽  
Special Needs ◽  
Special Education Teachers ◽  
Class Size ◽  
Children With Disabilities ◽  
Study Group ◽  
Inclusive Settings ◽  
Training Courses ◽  
Students With Autism

All special needs teachers want their children to be accepted by their peers have friends and lead “regular” lives. Inclusive settings can make this vision a reality for many children with disabilities. So that we conducted this study to know the influences of some variables on attitudes of special education teachers towards educating students with autism in regular settings. The researchers used descriptive statistic methods. Questioner technique is used as method of data collection. Study group included 150 special education teachers from Abu Areech Learning administration, 70 teachers were selected randomly as sample. The data was analyzed by using SPSS program. The results are as following: There are no significant differences in attitudes of special education teachers towards inclusive settings according to interaction with disabled, there are no significant differences in attitudes of special education teachers towards inclusive settings according to the class size. There are significant differences in attitudes of special education teachers towards inclusive settings according to the training courses and there are significant in attitudes of special education teachers towards inclusive settings according to the qualification.

An Examination of the Relationship Between Teacher Efficacy and Curriculum-Based Measurement and Student Achievement

1995 ◽  
Vol 16 (4) ◽  
pp. 247-254 ◽  
Author(s):  
ROSE M. ALLINDER
Keyword(s):  
Special Education ◽  
Special Education Teachers ◽  
Formative Evaluation ◽  
Evaluation Method ◽  
Teaching Efficacy ◽  
Curriculum Based Measurement ◽  
Mild Disabilities ◽  
Personal Efficacy ◽  
Measurement Results ◽  
The Relationship

This study examined the relationship between special education teachers' sense of personal and teaching efficacy and (a) their use of a formative evaluation method (curriculum-based measurement) and (b) the amount of growth they effected among their students. nineteen special education teachers monitored two students with mild disabilities over 16 weeks in math computation using curriculum-based measurement. results indicated that teachers with high personal efficacy and high teaching efficacy increased end-of-year goals more often for their students; teachers with high teaching efficacy set end-of-year goals that were more ambitious for their students. teachers with high personal efficacy effected significantly greater growth. suggestions for additional research and implications for practice are discussed.

scholarly journals The Benefits and Challenges of Special Education Positions in Rural Settings: Listening to the Teachers

2018 ◽  
Vol 34 (2) ◽  
Author(s):  
Ann B. Berry ◽  
Maggie Gravelle
Keyword(s):  
Special Education ◽  
Special Education Teachers ◽  
Rural Areas ◽  
Teacher Satisfaction ◽  
Team Approach ◽  
Rural Districts ◽  
Instructional Role ◽  
Rural Settings ◽  
Role Responsibilities ◽  
Role Confusion

Special education teachers, through a national survey conducted in 55 rural districts, provided information on the positive and negative aspects of teaching in rural schools. The 203 special educators were asked what they liked best about their position and what they found challenging. Some of the themes identified in the analysis centered on positive features of working in rural areas. Characteristics of the rural community fostered family-like relationships with others in their school and in-depth relationships with parents and students. Half of the teachers also reported they shared the responsibility or took a team approach to delivering special education services, a factor related to teacher satisfaction. The majority of teachers were satisfied with the instructional aspects of their position but dissatisfied with non-instructional role responsibilities. Challenges of the position also included role confusion and a lack of resources. Related implications for rural administrators interested in the satisfaction of special education teachers are provided.  

scholarly journals Case Study of Teachers’ and Students’ Perspectives on Co-teaching Models used in Qatar’s Middle Schools

2021 ◽  
Author(s):  
Hamda Ali Mohamed
Keyword(s):  
Special Education ◽  
Middle Schools ◽  
General Education ◽  
Special Education Teachers ◽  
General Education Teachers ◽  
Teaching Model ◽  
Teaching Models ◽  
Efficient Approach ◽  
Teachers And Students

This research aims to have a substantial glance at the middle schools in Qatar, which adopted co-teaching models, where special education teachers and general education teachers collaborate to teach students in an inclusive environment. Therefore, we want to recognize the problems faced by teachers, along with students, in terms of the efficacy of the co-teaching model as a way of learning, and even though the model is successful globally, it is better to determine if there are any concerns locally about the model, so that we implement it locally with an efficient approach.

The Relationship of Special Education Teacher Performance on Observation Instruments With Student Outcomes

2020 ◽  
Vol 54 (1) ◽  
pp. 54-65 ◽  
Author(s):  
Evelyn S. Johnson ◽  
Yuzhu Zheng ◽  
Angela R. Crawford ◽  
Laura A. Moylan
Keyword(s):  
Special Education ◽  
Student Performance ◽  
Special Education Teachers ◽  
Teacher Performance ◽  
Student Growth ◽  
School Year ◽  
Academic Measures ◽  
Observation Protocol ◽  
Relationship Of ◽  
The Relationship

In this study, we examined the relationship of special education teachers’ performance on the Recognizing Effective Special Education Teachers (RESET) Explicit Instruction observation protocol with student growth on academic measures. Special education teachers provided video-recorded observations of three instructional lessons along with data from standardized, curriculum-based academic measures at the beginning, middle, and end of the school year for the students in the instructional group. Teachers’ lessons were evaluated by external, trained raters. Data were analyzed using many-faceted Rasch measurement (MFRM), correlation, and multiple regression. Teacher performance on the overall protocol did not account for statistically significant variance in student growth beyond that of students’ beginning of the year academic performance. Teacher performance on an abbreviated protocol comprised of items that had average or higher item difficulties on the MFRM analysis accounted for an additional 4.5% of variance beyond that of beginning of the year student performance. Implications for further research are discussed.

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