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Effects of Goal Line Feedback on Level, Slope, and Stability of Performance within Curriculum-Based Measurement.
Peer reviewed Peer reviewed
Fuchs, Lynn S.; And Others – Learning Disabilities Research and Practice, 1991
Nineteen special educators implemented Curriculum-Based Measurement with a total of 36 learning-disabled math pupils in grades 2-8 to examine the effects of goal line feedback. Results indicated comparable levels and slopes of student performance across treatment conditions, although goal line feedback was associated with greater performance…
Descriptors: Elementary Education, Evaluation Methods, Feedback, Goal Orientation
Factors Used To Comply with the Exclusionary Clause with Bilingual and Limited-English-Proficient Pupils: Initial Guidelines.
Peer reviewed Peer reviewed
Ochoa, Salvador Hector; Rivera, Bernadette D.; Powell, M. Paige – Learning Disabilities Research and Practice, 1997
A survey of 859 school psychologists who indicated prior experience conducting bilingual psychoeducational assessment identified 36 factors used to comply with provisions in the Individuals with Disabilities Education Act relating to assessing bilingual or limited-English-proficient students. Seventeen additional factors that were overlooked and…
Descriptors: Bilingual Students, Compliance (Legal), Disabilities, Elementary Secondary Education