Effects of Curriculum-Based Measurement and Consultation on Teacher Planning and Student Achievement in Mathematics Operations
Bibliographic Data
| ID | 8220911 |
|---|---|
| Authors | Lynn S Fuchs (0000-0003-2099-5247, Vanderbilt University, corresponding author), Douglas Fuchs (0000-0002-5094-1023), Douglas Fuchs Carol L Hamlett (Vanderbilt University), Carol L Hamlett, Pamela M Stecker (Vanderbilt University) |
| Year | 1991 |
| Volume | 28 |
| Issue | 3 |
| Pages | 617-641 |
| Publication date | 1991-09-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | American Educational Research Journal (JOURNAL) |
| Journal identifiers | ISSN: 0002-8312 • E-ISSN: 1935-1011 |
| Publisher | American Educational Research Association (AERA) (PUBLISHER) |
| DOI | 10.3102/00028312028003617 |
| OpenAlex | W2149265185 |
| Language | EN |
| Citations received | 26 |
| References cited | 15 |
The purpose of this study was to assess the effects of (a) ongoing, systematic assessment of student growth (i.e., curriculum-based measurement) and (b) expert system instructional consultation on teacher planning and student achievement in the area of mathematics operations. Thirty-three teachers were assigned randomly to treatment groups: curriculum-based measurement (CBM) with expert system instructional consultation (CBM-ExS), CBM with no expert system instructional consultation (CBM-NExS), and control (i.e., no CBM). Teachers implemented treatments for 20 weeks. Analyses indicated that, compared to the control group, both CBM groups appeared to revise students' instructional programs more frequently. However, only the CBM-ExS group effected superior student achievement. Analysis of the nature of teachers' instructional adjustments indicated that the teaching revisions of the CBM-ExS teachers incorporated a dual focus on what types of problems to teach and what strategies to employ for teaching. By contrast, the CBM-NExS teachers focused solely on what types of problems to reteach. Findings are discussed in terms of previous studies of teacher planning and implications for practice
Academic achievement · Control (management · Curriculum · Curriculum development · Curriculum mapping · Curriculum-based measurement · Mathematics curriculum · Mathematics education · Medical education · Pedagogy · Student achievement · Teaching method · Cognitive and developmental aspects of mathematical skills · Computer Science · Education and Technology Integration · Educational Research and Pedagogy · Medicine · Psychology · Reading and Literacy Development
Enhancing Interactions During Dyadic Learning in Mathematics
How Does Professional Development Improve Teaching?
Developments in Curriculum-Based Measurement
Mathematics Instruction for Students With Learning Disabilities
Using Curriculum‐Based Measurement to Improve Student Achievement
Assessment and Classroom Learning
Development and psychometric validity evidence of a curriculum-based and adaptive mathematics assessment tool
Barriers and facilitators to data-based decision making in Australian early childhood education and care
Developing an online system to support algebra progress monitoring
Reliability of Computer-Based CBMs Versus Paper/Pencil Administration for Fact and Complex Operations in Mathematics
Using Data to Intensify Math Instruction
Data Literacy Training for K–12 Teachers
A Meta-Analysis of the Impact of Professional Development on Teachers’ Knowledge, Skill, and Self-Efficacy in Data-Based Decision-Making
Implementation Drivers of Data-Based Instruction for Students With Intensive Learning Needs
Bringing Data-Based Individualization to Scale
Ongoing Teacher Support for Data-Based Individualization
Biased predictions of students’ future achievement
La pensée des enseignants lors de la planification de leur enseignement
Curriculum-Based Measurement
The effects of theoretically different instruction and student characteristics on the skills of struggling readers
Can Rapid Assessment Moderate the Consequences of High-Stakes Testing
Mathematics Performance Assessment in the Classroom
A Conservative Approach to Special Education Reform
Effects of Task-Focused Goals on Low-Achieving Students with and without Learning Disabilities
The Nature of Student Interactions During Peer Tutoring With and Without Prior Training and Experience
Curriculum-Based Measurement
Estimation of a Single Effect Size
The Changing Nature of the Disadvantaged Population
Teachers’ Reports of Their Cognitive Processes During Teaching
Teacher-Student Interaction Patterns in Classrooms with Mainstreamed Mildly Handicapped Students
Structuring and Adjusting Content for Students
The Effects of Frequent Curriculum-Based Measurement and Evaluation on Pedagogy, Student Achievement, and Student Awareness of Learning
| Unique citing works | 25 |
|---|---|
| Citations per year | 0,79 |
| Citation span | 1993 - 2026 (34) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 24 |