Meagan Karvonen

Biographic Data

ID6608016
NAMEMeagan Karvonen
GIVEN NAMESMeagan
FAMILY NAMEKarvonen
SIGNATUREKARVONEN M
AFFILIATIONSUniversity of Kansas
ORCID0000-0003-2071-2673
VERIFIEDYes
TOTAL WORKS7
TOTAL CITATIONS0
WORKS AS AUTHOR7
WORKS AS EDITOR0
FIRST PUBLICATION YEAR2005
LATEST PUBLICATION YEAR2025
H-INDEX0

  • Learning Maps as Cognitive Models for Instruction and Assessment

    Open AccessRussell Swinburne Romine, Jonathan Schuster et al.ARTICLEEducation Sciences2025

    This paper describes large, fine-grained, intentionally inclusive, research-based cognitive models called learning maps. Learning maps are the product of an intensive research synthesis process to develop formal learning models that better reflect the diversity of how learners can learn and be assessed on academic content. Students begin at different places and learn at different rates, and they may have cognitive disabilities or may face a varie…

  • Artificial Intelligence in Science and Mathematics Assessment for Students with Disabilities

    Open AccessAmy K Clark, Ashley Hirt et al.ARTICLEEducation Sciences2025

    Emerging developments in artificial intelligence present significant opportunities to enhance equity and access to science and mathematics assessment content for students with disabilities. Artificial intelligence (AI) technologies may have the potential to support test developers in creating more inclusive assessments that better measure what students know and can do. But they must also consider the potential accessibility challenges or introduc…

  • The Impact of Professional Development on Data-Based Decision-Making for Students With Extensive Support Needs

    Open AccessLindsay Ruhter, Meagan KarvonenARTICLERemedial and Special Education2024

    There is evidence that data-based decision-making (DBDM) can improve outcomes for a wide range of students. However, less is known about how special education teachers are trained to use data to inform instruction that targets academic progress for students with extensive support needs (ESN). The purpose of this systematic literature review was to describe the intervention literature on the impact of professional development (PD) on teachers’ use…

  • Instructionally Embedded Assessment

    Open AccessAmy K Clark, Meagan KarvonenARTICLEFrontiers in Education2021

    Policy shifts in the United States are beginning to reduce the emphasis on using statewide assessment results primarily for accountability and teacher evaluation. Increasingly, there are calls for and interest in innovative and flexible assessments that shift the purposes of assessment and use of results toward instructional planning and student learning. Under the Innovative Assessment Demonstration Authority, some states are exploring options f…

  • Opportunities and Challenges of Applying Cognitive Process Dimensions to Map-Based Learning and Alternate Assessment

    Open AccessSue Bechard, Meagan Karvonen et al.ARTICLEFrontiers in Education2021

    In education, taxonomies that define cognitive processes describe what a learner does with the content. Cognitive process dimensions (CPDs) are used for a number of purposes, such as in the development of standards, assessments, and subsequent alignment studies. Educators consider CPDs when developing instructional activities and materials. CPDs may provide one way to track students’ progress toward acquiring increasingly complex knowledge. There…

  • Project ReSpecT

    Open AccessKathleen J Marshall, Meagan Karvonen et al.ARTICLEJournal of Disability Policy…2013References: 1

    School districts have struggled with special education teacher shortages for over a decade. Special education teachers who leave the profession after a few years certainly contribute to the shortage. Project ReSpecT ( Retaining Special Education Teachers) was a federally funded project to develop and implement a mentoring model designed to retain 1st-year special education teachers. The purpose of this article is to describe the first two phases …

  • How States Implement Alternate Assessments for Students with Disabilities

    Open AccessDiane M Browder, Diane Browder et al.ARTICLEJournal of Disability Policy…2005

    The IDEA Amendments of 1997 mandate inclusion of students with disabilities in accountability systems. By 2001 professionals in many states had begun to develop alternate assessments to focus on students' performance relative to general education performance criteria. The purpose of this study was to examine how alternate assessments have been defined and aligned with state general education standards and to identify the methods that have been us…