NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ910232
Record Type: Journal
Publication Date: 2010
Pages: 19
Abstractor: As Provided
Reference Count: 36
ISSN: ISSN-0279-6015
Students, Teachers, and Schools as Sources of Variability, Integrity, and Sustainability in Implementing Progress Monitoring
Bolt, Daniel M.; Ysseldyke, Jim; Patterson, Michael J.
School Psychology Review, v39 n4 p612-630 2010
A three-level variance decomposition analysis was used to examine the sources of variability in implementation of a technology-enhanced progress monitoring system within each year of a 2-year study using a randomized-controlled design. We show that results of technology-enhanced progress monitoring are not necessarily a measure of student achievement, but something under the more immediate control of the teacher. Teachers' implementation practices are more stable than students across years in implementation of progress monitoring, although even controlling for teacher effects, we were able to establish a relationship between student-level implementation and outcomes. This result is important, as it emphasizes that despite strong teacher effects, there is more than a teacher-level phenomenon occurring in accounting for associations between progress monitoring implementation and test score gains. (Contains 11 tables.)
National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: TerraNova Multiple Assessments