Zobrazeno 1 - 10
of 208
pro vyhledávání: '"James E. Ysseldyke"'
Publikováno v:
School Psychology Review. 49:20-30
Within multitiered systems of support, assessment practices that limit the amount of time students miss instruction should be prioritized. At the same time, decisions about student response to inte...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::6efab54ac9c0571318745da78262ded3
https://doi.org/10.1080/2372966x.2020.1716634
https://doi.org/10.1080/2372966x.2020.1716634
Autor:
James E. Ysseldyke, Joan Dituri, Karen Ellis, Carmine Scerra, Amanda Beckler, Eric M. Stickney
Publikováno v:
Psychology in the Schools. 54:792-807
Computer adaptive assessments were used to monitor the academic status and growth of students with emotional behavior disorders (EBD) in reading (N = 321) and math (N = 322) in a regional service center serving 56 school districts. A cohort sequentia
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::5397090f56c99f74ef2c72b96b84574b
https://doi.org/10.1002/pits.22030
https://doi.org/10.1002/pits.22030
Publikováno v:
Journal of Applied School Psychology. 32:82-99
The authors examined the extent to which classroom teachers in naturalistic settings used a Goal-Setting Tool to set instructional goals for struggling students, the kinds of goals they set, their progress monitoring practices with and without goals,
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::ee82260d514b41fcb2a95367ec332767
https://doi.org/10.1080/15377903.2015.1121195
https://doi.org/10.1080/15377903.2015.1121195
Publikováno v:
Exceptionality. 24:32-44
Federal regulations indicate that the achievement gap must be closed between subgroups, including the gap between special education and non-special education students. We explored the ways in which achievement trends are influenced by three methods o
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::38363b544a203d5b66af3b8c7544b59b
https://doi.org/10.1080/09362835.2014.986614
https://doi.org/10.1080/09362835.2014.986614
Publikováno v:
School Psychology Quarterly. 30:398-405
Computational fluency is an important aspect of math proficiency. Despite widely held beliefs about the differential difficulty of single-digit multiplication math facts, little empirical work has examined this issue. The current study analyzed the n
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::662f5b42c38f7526f3bd7a087da4ede0
https://doi.org/10.1037/spq0000097
https://doi.org/10.1037/spq0000097
Publikováno v:
Assessment for Effective Intervention. 41:16-27
The impact and feasibility of using student perceptions of the classroom teaching environment as an instructional feedback tool were explored. Thirty-one teachers serving 797 middle school students collected data twice across 3 weeks using the Respon
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::94f575f9b814019f34647fdd912f1851
https://doi.org/10.1177/1534508415581366
https://doi.org/10.1177/1534508415581366
Publikováno v:
Focus on Exceptional Children. 26
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::1c74211a3bbfad9fca28ad474e8466ac
https://doi.org/10.17161/fec.v26i5.6890
https://doi.org/10.17161/fec.v26i5.6890
Publikováno v:
Journal of Psychoeducational Assessment. 32:610-623
The increasing diversity of the U.S. population has resulted in increased concerns about the psychological assessment of students from culturally and linguistically diverse backgrounds. To date, little empirical research supports recommendations in t
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::53cf0f84c06cc3c291972ba618a4fe87
https://doi.org/10.1177/0734282914536012
https://doi.org/10.1177/0734282914536012
Publikováno v:
The Journal of Educational Research. 107:83-89
The authors’ purpose was to determine the effects of computer-based practice and conceptual interventions on computational fluency and word-problem solving of fourth- and fifth-grade students with mathematics difficulties. A randomized pretest–po
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::63d0b7fae6fc5c1127e0c9cbde54da8b
https://doi.org/10.1080/00220671.2012.759405
https://doi.org/10.1080/00220671.2012.759405
Publikováno v:
The Journal of Special Education. 48:231-242
In 2005, to address concerns about students who might fall in the “gap” between the regular assessment and the alternate assessment based on alternate achievement standards (AA-AAS), the U.S. Department of Education announced that states could de
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::b0628a245dbdbe51e54a1ac80e5d1e5a
https://doi.org/10.1177/0022466912472237
https://doi.org/10.1177/0022466912472237