Direct and Frequent Measurement of Student Performance: If It's Good for Us, Why Don't We Do It?

Teachers serving learning disabled (LD) students provided information about the use of direct and frequent measurement in special education. Although most were familiar with these measurement strategies, relatively few teachers used them because they thought they were too time consuming or because o...

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Veröffentlicht in:	Learning disability quarterly 1984-01, Vol.7 (1), p.45-48
Hauptverfasser:	Wesson, Caren L., King, Robert P., Deno, Stanley L.
Format:	Artikel
Sprache:	eng
Schlagworte:	Academic achievement Children with disabilities Curricula Efficiency metrics Estimate reliability Learning Learning disabilities Special education Special education teachers Student behavior Teacher education Teacher surveys Teachers
Online-Zugang:	Volltext
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