Peer reviewedERIC Number: EJ522848
Record Type: Journal
Publication Date: 1996
Pages: N/A
Abstractor: N/A
ISBN: N/A
ISSN: ISSN-0014-4029
EISSN: N/A
When Some Is Not Better than None: Effects of Differential Implementation of Curriculum-Based Measurement.
Allinder, Rose M.
Exceptional Children, v62 n6 p525-35 May 1996
Twenty-nine elementary special education teachers each monitored 2 students with mild disabilities using curriculum-based measurement (CBM) for 16 weeks. Students whose teachers implemented CBM more accurately made significantly greater math gains than students whose teachers either implemented CBM less accurately or who did not use CBM. Adequacy of planning time was associated with quality of CBM implementation. (Author/DB)
Descriptors: Curriculum Based Assessment, Educational Planning, Elementary Education, Instructional Design, Instructional Effectiveness, Intervention, Mathematics Achievement, Mathematics Instruction, Mild Disabilities, Performance Factors, Program Effectiveness, Program Implementation, Special Education Teachers
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: Researchers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
