Zobrazeno 1 - 10
of 54
pro vyhledávání: '"Mark R. Shinn"'
Publikováno v:
Handbook of Response to Intervention ISBN: 9781489975676
This chapter addresses key elements in secondary-level (i.e., middle and high school) implementation of response to intervention (RTI), more suitably labeled multi-tiered system of supports (MTSS). This chapter provides a specification of what featur
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::e04599a5c87e4b0f788bdb926a600db2
https://doi.org/10.1007/978-1-4899-7568-3_32
https://doi.org/10.1007/978-1-4899-7568-3_32
Autor:
Suzanne Bamonto Graney, Mark R. Shinn
Publikováno v:
School Psychology Review. 34:184-201
This study examined the effects of teacher feedback from Reading Curriculum-Based Measurement (R-CBM) progress results for low-performing students in general education classrooms. Participants incl...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::9c4e39dcd1488690918faa71c4c994d2
https://doi.org/10.1080/02796015.2005.12086282
https://doi.org/10.1080/02796015.2005.12086282
Autor:
Mark R. Shinn, Ben Clarke
Publikováno v:
School Psychology Review. 33:234-248
Recent studies indicate that students in the United States are not achieving sufficient mathematics skills to meet the demands required of them within and outside of school. Among the keys to preve...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::f465eae22ca9df36594108bc5bf86862
https://doi.org/10.1080/02796015.2004.12086245
https://doi.org/10.1080/02796015.2004.12086245
Autor:
Chad Hamilton, Mark R. Shinn
Publikováno v:
School Psychology Review. 32:228-240
Despite a body of evidence that curriculum-based measurement of reading (R-CBM) is a valid measure of general reading achievement, some school-based professionals remain unconvinced. At the core of...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::90ca564511dd2dd615aae0fd1287189e
https://doi.org/10.1080/02796015.2003.12086195
https://doi.org/10.1080/02796015.2003.12086195
Publikováno v:
School Psychology Review. 31:498-513
Mathematics assessment is often characterized in the literature as being composed of two broad components: Computation and Applications. Many assessment tools are available to evaluate student skil...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::19af0388cb79a8c32d29a1fcb5ff8d32
https://doi.org/10.1080/02796015.2002.12086170
https://doi.org/10.1080/02796015.2002.12086170
Autor:
Kristin M. H. Peterson, Mark R. Shinn
Publikováno v:
School Psychology Review. 31:459-476
This study examined which of three types of severe discrepancy approaches—intraindividual achievement discrepancy, absolute achievement discrepancy, or relative achievement discrepancy—best account...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::8601e04a8317bacd72f4f6267be9bc58
https://doi.org/10.1080/02796015.2002.12086168
https://doi.org/10.1080/02796015.2002.12086168
Autor:
Charles R. Greenwood, Jeff S. Priest, Ruth A. Kaminski, Judith J. Carta, Scott R. McConnell, Mary A. McEvoy, Mark R. Shinn, Dale Walker, Roland H. Good
Publikováno v:
Journal of Early Intervention. 24:163-180
Public expectations of accountability in our education system have increasingly focused on young children's development, in part because of Goal 1 of the National Education Goals (By the year 2000, all children in America will start school ready to l
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::69334af3840465ca9283bd7dd13a9565
https://doi.org/10.1177/10538151010240030101
https://doi.org/10.1177/10538151010240030101
Publikováno v:
School Psychology Review. 29:5-27
This study investigated the effects of two parent tutoring reading programs upon children's reading achievement: one that used children's literature books and one that used each child's classroom b...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::a89c710cfe5bc0ea5ee5bcae44df9aa6
https://doi.org/10.1080/02796015.2000.12085995
https://doi.org/10.1080/02796015.2000.12085995
Publikováno v:
Exceptional Children. 64:59-79
This study reports results of reintegrating 23 elementary-age students with mild disabilities served in special education pull-out programs into their general education classroom for reading instruction. These students were placed into general educat
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::07350351c8dcf6761c5fd240b7ea3ede
https://doi.org/10.1177/001440299706400105
https://doi.org/10.1177/001440299706400105
Publikováno v:
School Psychology Review. 25:519-539
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::65c76cbe82034cbe944fc223c6bef163
https://doi.org/10.1080/02796015.1996.12085842
https://doi.org/10.1080/02796015.1996.12085842