A Measure of Success: The Influence of Curriculum-Based Measurement on Education
Language: English
Published by Univ Of Minnesota Press, 2012
- Hardcover
- Used
Seller: Eatons Books and Crafts, Owatonna, MN, U.S.A.Eatons Books and Crafts
AbeBooks seller since August 18, 2004
Condition: Used - Fine
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Hardcover, with dust jacket, in Fine condition, there are no stamps writing or marks, a bit of scuffing on the glossy jacket, no tears, book itself looks like new.
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- Title
- A Measure of Success: The Influence of Curriculum-Based Measurement on Education
- Author
- Espin, Christine A.; McMaster, Kristen L.; Rose, Susan; Miura Wayman, Miya
- Publisher
- Univ Of Minnesota Press
- Publication year
- 2012
- Condition
- Fine
- Dust jacket
- Fine
- Binding
- Hardcover
- Language
- English
- ISBN 10
- 0816679703
- ISBN 13
- 9780816679706
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.
"Synopsis" may belong to another edition of this title.
About the Author
Christine A. Espin is professor of education and child studies/special education at Leiden University, the Netherlands.
Kristen L. McMaster and Susan Rose are associate professors of educational psychology at the University of Minnesota.
Miya Miura Wayman is a consultant at the University of Minnesota.
"About the title" may belong to another edition of this title.
Eatons Books and Crafts
Owatonna, MN, U.S.A.
AbeBooks seller since August 18, 2004
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