TY - JOUR
T1 - Data-Based Decision-Making
T2 - Developing a Method for Capturing Teachers’ Understanding of CBM Graphs
AU - Espin, Christine A.
AU - Wayman, Miya Miura
AU - Deno, Stanley L.
AU - McMaster, Kristen L
AU - de Rooij, Mark
N1 - Publisher Copyright:
© 2017 The Division for Learning Disabilities of the Council for Exceptional Children
PY - 2017/2/1
Y1 - 2017/2/1
N2 - In this special issue, we explore the decision-making aspect of data-based decision-making. The articles in the issue address a wide range of research questions, designs, methods, and analyses, but all focus on data-based decision-making for students with learning difficulties. In this first article, we introduce the topic of data-based decision-making and provide an overview of the special issue. We then describe a small, exploratory study designed to develop a method for studying teachers’ understanding and interpretation of Curriculum-Based Measurement (CBM) graphs. Specifically, we examine whether think-alouds scored for coherence, specificity, reflectivity, and accuracy differentiate teachers with more or less understanding of CBM data. We conclude the article by discussing the importance of, and the need for, research on teachers’ understanding, interpretation, and use of data for instructional decision-making.
AB - In this special issue, we explore the decision-making aspect of data-based decision-making. The articles in the issue address a wide range of research questions, designs, methods, and analyses, but all focus on data-based decision-making for students with learning difficulties. In this first article, we introduce the topic of data-based decision-making and provide an overview of the special issue. We then describe a small, exploratory study designed to develop a method for studying teachers’ understanding and interpretation of Curriculum-Based Measurement (CBM) graphs. Specifically, we examine whether think-alouds scored for coherence, specificity, reflectivity, and accuracy differentiate teachers with more or less understanding of CBM data. We conclude the article by discussing the importance of, and the need for, research on teachers’ understanding, interpretation, and use of data for instructional decision-making.
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U2 - 10.1111/ldrp.12123
DO - 10.1111/ldrp.12123
M3 - Article
AN - SCOPUS:85008239921
SN - 0938-8982
VL - 32
SP - 8
EP - 21
JO - Learning Disabilities Research and Practice
JF - Learning Disabilities Research and Practice
IS - 1
ER -
