Publication Date
In 2025 | 0 |
Since 2024 | 0 |
Since 2021 (last 5 years) | 1 |
Since 2016 (last 10 years) | 3 |
Since 2006 (last 20 years) | 4 |
Descriptor
Author
Arroyo, Kimberly A. | 1 |
Baird, Matthew D. | 1 |
Bundock, Kaitlin | 1 |
Elleman, Amy M. | 1 |
Kladis, Kristin | 1 |
O'Keeffe, Breda V. | 1 |
Oslund, Eric L. | 1 |
Pane, John F. | 1 |
Stokes, Kristen | 1 |
Wallace, Kelli | 1 |
Publication Type
Journal Articles | 3 |
Reports - Evaluative | 2 |
Dissertations/Theses -… | 1 |
Reports - Research | 1 |
Education Level
Elementary Education | 4 |
Secondary Education | 2 |
Higher Education | 1 |
Postsecondary Education | 1 |
Audience
Location
New York | 1 |
Laws, Policies, & Programs
Assessments and Surveys
Dynamic Indicators of Basic… | 1 |
Measures of Academic Progress | 1 |
What Works Clearinghouse Rating
Oslund, Eric L.; Elleman, Amy M.; Wallace, Kelli – Journal of Learning Disabilities, 2021
In tiered instructional systems (Response to Intervention [RTI]/Multitier System of Supports [MTSS]) that rely on ongoing assessment of students at risk of experiencing academic difficulties, the ability to make informed decisions using student data is critical for student learning. Prior research has demonstrated that, on average, teachers have…
Descriptors: Data Use, Decision Making, Data Interpretation, Professional Development
Bundock, Kaitlin; O'Keeffe, Breda V.; Stokes, Kristen; Kladis, Kristin – TEACHING Exceptional Children, 2018
Research has shown that: (1) Curriculum-based monitoring (CBM) can be easily implemented and interpreted by teachers (e.g., Fuchs, Deno, & Mirkin, 1984); (2) student outcomes have improved when teachers use CBM to inform instructional decision making (e.g., Fuchs, Fuchs, Hamlett, & Stecker, 1991); (3) reliable and valid measures have been…
Descriptors: Educational Strategies, Progress Monitoring, Oral Reading, Reading Fluency
Baird, Matthew D.; Pane, John F. – Educational Researcher, 2019
Evaluators report effects of education initiatives as standardized effect sizes, a scale that has merits but obscures interpretation of the effects' practical importance. Consequently, educators and policymakers seek more readily interpretable translations of evaluation results. One popular metric is the number of years of learning necessary to…
Descriptors: Outcomes of Education, Program Evaluation, Educational Policy, Evaluators
Arroyo, Kimberly A. – ProQuest LLC, 2014
A Response-to-Intervention (RTI) model of educational service delivery is a multi-tiered, preventative approach designed to meet the educational and behavioral needs of all learners. While the New York State (NYS) Department of Education has mandated the use of this model in grades K-4, the extent to which RTI competencies are taught within…
Descriptors: Preservice Teachers, Student Teacher Attitudes, Response to Intervention, Preservice Teacher Education