Christine A Espin

Biographic Data

ID6605455
NAMEChristine A Espin
GIVEN NAMESChristine A
FAMILY NAMEEspin
SIGNATUREESPIN C A
AFFILIATIONSLeiden University, The Netherlands
ORCID0000-0003-0407-5897
VERIFIEDYes
TOTAL WORKS8
TOTAL CITATIONS0
AUTHOR COUNT8
EDITOR COUNT0
FIRST PUBLICATION YEAR2003
LATEST PUBLICATION YEAR2026
H-INDEX0

  • Primary teachers' information source use and the student role in adaptive teaching and differentiation

    Open AccessM C J van der Sprong, Mare van Hooijdonk et al.ARTICLEJournal of Research in Special…2026

    Differentiation is a key instructional approach that enables teachers to tailor their teaching to students' diverse learning needs. An essential component of differentiation is the use of valid information sources. However, little is known about which sources teachers use, at what stage they gather information, and to what extent they actively involve students in differentiation decisions. This study employed a mixed‐methods sequential explanator…

  • Unique and shared contributions of spatial ability and working memory to children's math performance

    Open AccessChloe Oi-Ying Leung, Marian Hickendorff et al.ARTICLEJournal of Educational Psychology2026

  • A Systematic Review of CBM Content in Practitioner-Focused Journals

    Open AccessErica Fry, Jessica R Toste et al.ARTICLEJournal of Learning Disabilities2024

    Data-based decision-making (DBDM) using curriculum-based measurement (CBM) data has demonstrated effectiveness in improving academic achievement for students with or at risk for learning disability. Despite substantial evidence supporting DBDM, its use is not common practice for many educators, even those who regularly collect CBM data. One explanation for its lack of widespread use is that educators may not receive adequate training in the DBDM …

  • Teachers’ visual inspection of Curriculum-Based Measurement progress graphs

    Open AccessRoxette M van den Bosch, Christine A Espin et al.ARTICLEFrontiers in Education2022

    In this exploratory descriptive study, we use eye-tracking technology to examine teachers’ visual inspection of Curriculum-Based Measurement (CBM) progress graphs. More specifically, we examined which elements of the graph received the most visual attention from teachers, and to what extent teachers viewed graph elements in a logical sequence. We also examined whether graph inspection patterns differed for teachers with higher- vs. lower-quality …

  • International Perspectives on Understanding and Improving Teachers’ Data-Based Instruction and Decision Making

    Open AccessChristine A Espin, Natalie Förster et al.ARTICLEJournal of Learning Disabilities2021

    This article serves as an introduction to the special series, Data-Based Instruction and Decision-Making: An International Perspective. In this series, we bring together international researchers from both special and general education to address teachers’ use (or non-use) of data for instructional decision making. Via this special series, we aim to increase understanding of the challenges involved in teachers’ data-based instructional decision m…

  • A Systematic Review of CBM Professional Development Materials

    Open AccessChristine A Espin, Roxette M van den Bosch et al.ARTICLEJournal of Learning Disabilities2021

    The purpose of this study was to examine the amount of attention devoted to data-based decision-making in Curriculum-Based Measurement (CBM) professional development materials. Sixty-nine CBM instructional sources were reviewed, including 45 presentations, 22 manuals, and two books. The content of the presentations and manuals/books was coded into one of four categories: (a) general CBM information, (b) conducting CBM, (c) data-based decision-mak…

  • Diffusion of Crime Control Benefits

    Open AccessRonald V Clarke, Christine A Espin et al.ARTICLEJournal of Learning Disabilities2006

    The purpose of this study was to examine the reliability and validity of curriculum-based measures as indicator of growth in content-area learning. Participants were 58 students in 2 seventh-grade social studies classes. CBM measures were student- and administrator-read vocabulary-matching probes. Criterion measures were performance on a knowledge test, the social studies subtest of the Iowa Test of Basic Skills (ITBS), and student grades. Both t…

  • Sources of Individual Differences in Reading Comprehension and Reading Fluency.

    Joseph R Jenkins, Lynn S Fuchs et al.ARTICLEJournal of Educational Psychology2003

    This study examined the common and distinct contributions of context-free and context reading skill to reading comprehension and the contributions of context-free reading skill and reading comprehension to context fluency. The 113 4th-grade participants were measured in reading comprehension, read aloud a folktale, and read aloud the folktale's words in a random list. Fluency was scaled as speed (words read correctly in 1 min) and time (seconds p…