Translating Research Into Practice: Preservice Teachers' Beliefs About Curriculum-Based Measurement
In this study, we examined the beliefs of preservice teachers following their viewing of one of two videotaped presentations on curriculum-based measurement (CBM). In one presentation, statistical information that supported CBM's validity and utility was provided. In the second presentation, an...
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| Veröffentlicht in: | The Journal of special education 2001, Vol.34 (4), p.226-236 |
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| container_title | The Journal of special education |
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| creator | Foegen, Anne Espin, Christine A. Allinder, Rose M. Markell, Marc A. |
| description | In this study, we examined the beliefs of preservice teachers following their viewing of one of two videotaped presentations on curriculum-based measurement (CBM). In one presentation, statistical information that supported CBM's validity and utility was provided. In the second presentation, anecdotal "first-person" accounts supporting CBM's utility and validity were provided by a teacher who supposedly used CBM in her classroom. Following the videotape, participants responded to a questionnaire addressing their beliefs about CBM's utility and validity. Questions fell into five categories and were asked from three different orientations. Results revealed no effects for presentation format (statistical or anecdotal), but an interaction between category and question orientation was noted. In general, participants' beliefs were more positive about the utility of CBM than about its validity. This difference was most pronounced for student-oriented questions. Across all question types, participants rated as least positive their beliefs about the validity of the number of words read in 1 minute as an indicator of reading comprehension. Implications for practice are discussed. |
| doi_str_mv | 10.1177/002246690103400405 |
| format | Article |
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In one presentation, statistical information that supported CBM's validity and utility was provided. In the second presentation, anecdotal "first-person" accounts supporting CBM's utility and validity were provided by a teacher who supposedly used CBM in her classroom. Following the videotape, participants responded to a questionnaire addressing their beliefs about CBM's utility and validity. Questions fell into five categories and were asked from three different orientations. Results revealed no effects for presentation format (statistical or anecdotal), but an interaction between category and question orientation was noted. In general, participants' beliefs were more positive about the utility of CBM than about its validity. This difference was most pronounced for student-oriented questions. Across all question types, participants rated as least positive their beliefs about the validity of the number of words read in 1 minute as an indicator of reading comprehension. Implications for practice are discussed.</description><identifier>ISSN: 0022-4669</identifier><identifier>EISSN: 1538-4764</identifier><identifier>DOI: 10.1177/002246690103400405</identifier><identifier>CODEN: JSPEB9</identifier><language>eng</language><publisher>Thousand Oaks, CA: Sage Publications</publisher><subject>Attitudes ; Curricula ; Curriculum Based Assessment ; Curriculum based measurement ; Disabilities ; Educational Practices ; Educational Research ; Elementary Secondary Education ; Postsecondary Education ; Preservice Teachers ; Reading Comprehension ; Special education ; Students ; Teacher Attitudes ; Teacher education ; Teacher Educators ; Teaching ; Teaching Methods ; Utility ; Validity</subject><ispartof>The Journal of special education, 2001, Vol.34 (4), p.226-236</ispartof><rights>Copyright PRO-ED Journals Winter 2001</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><cites>FETCH-LOGICAL-c343t-bf400a90e9b3fe03b03833a26da699261e6bf89d7050c5dde6e5c4e9844b24db3</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://journals.sagepub.com/doi/pdf/10.1177/002246690103400405$$EPDF$$P50$$Gsage$$H</linktopdf><linktohtml>$$Uhttps://journals.sagepub.com/doi/10.1177/002246690103400405$$EHTML$$P50$$Gsage$$H</linktohtml><link.rule.ids>314,776,780,4010,12825,21798,27846,27900,27901,27902,30976,30977,43597,43598</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ623080$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Foegen, Anne</creatorcontrib><creatorcontrib>Espin, Christine A.</creatorcontrib><creatorcontrib>Allinder, Rose M.</creatorcontrib><creatorcontrib>Markell, Marc A.</creatorcontrib><title>Translating Research Into Practice: Preservice Teachers' Beliefs About Curriculum-Based Measurement</title><title>The Journal of special education</title><description>In this study, we examined the beliefs of preservice teachers following their viewing of one of two videotaped presentations on curriculum-based measurement (CBM). In one presentation, statistical information that supported CBM's validity and utility was provided. In the second presentation, anecdotal "first-person" accounts supporting CBM's utility and validity were provided by a teacher who supposedly used CBM in her classroom. Following the videotape, participants responded to a questionnaire addressing their beliefs about CBM's utility and validity. Questions fell into five categories and were asked from three different orientations. Results revealed no effects for presentation format (statistical or anecdotal), but an interaction between category and question orientation was noted. In general, participants' beliefs were more positive about the utility of CBM than about its validity. This difference was most pronounced for student-oriented questions. Across all question types, participants rated as least positive their beliefs about the validity of the number of words read in 1 minute as an indicator of reading comprehension. Implications for practice are discussed.</description><subject>Attitudes</subject><subject>Curricula</subject><subject>Curriculum Based Assessment</subject><subject>Curriculum based measurement</subject><subject>Disabilities</subject><subject>Educational Practices</subject><subject>Educational Research</subject><subject>Elementary Secondary Education</subject><subject>Postsecondary Education</subject><subject>Preservice Teachers</subject><subject>Reading Comprehension</subject><subject>Special education</subject><subject>Students</subject><subject>Teacher Attitudes</subject><subject>Teacher education</subject><subject>Teacher Educators</subject><subject>Teaching</subject><subject>Teaching 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education</jtitle><date>2001</date><risdate>2001</risdate><volume>34</volume><issue>4</issue><spage>226</spage><epage>236</epage><pages>226-236</pages><issn>0022-4669</issn><eissn>1538-4764</eissn><coden>JSPEB9</coden><abstract>In this study, we examined the beliefs of preservice teachers following their viewing of one of two videotaped presentations on curriculum-based measurement (CBM). In one presentation, statistical information that supported CBM's validity and utility was provided. In the second presentation, anecdotal "first-person" accounts supporting CBM's utility and validity were provided by a teacher who supposedly used CBM in her classroom. Following the videotape, participants responded to a questionnaire addressing their beliefs about CBM's utility and validity. Questions fell into five categories and were asked from three different orientations. Results revealed no effects for presentation format (statistical or anecdotal), but an interaction between category and question orientation was noted. In general, participants' beliefs were more positive about the utility of CBM than about its validity. This difference was most pronounced for student-oriented questions. Across all question types, participants rated as least positive their beliefs about the validity of the number of words read in 1 minute as an indicator of reading comprehension. Implications for practice are discussed.</abstract><cop>Thousand Oaks, CA</cop><pub>Sage Publications</pub><doi>10.1177/002246690103400405</doi><tpages>11</tpages></addata></record> |
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| ispartof | The Journal of special education, 2001, Vol.34 (4), p.226-236 |
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| subjects | Attitudes Curricula Curriculum Based Assessment Curriculum based measurement Disabilities Educational Practices Educational Research Elementary Secondary Education Postsecondary Education Preservice Teachers Reading Comprehension Special education Students Teacher Attitudes Teacher education Teacher Educators Teaching Teaching Methods Utility Validity |
| title | Translating Research Into Practice: Preservice Teachers' Beliefs About Curriculum-Based Measurement |
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