Weekly versus Intermittent Progress Monitoring in Mathematics: A Conceptual Replication and Pilot Study

Autor/inn/en	Mason, Erica N.; Lembke, Erica S.
Titel	Weekly versus Intermittent Progress Monitoring in Mathematics: A Conceptual Replication and Pilot Study
Quelle	In: Assessment for Effective Intervention, 48 (2023) 3, S.138-148 (11 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mason, Erica N.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-5084
DOI	10.1177/15345084221133730
Schlagwörter	Mathematics Instruction; Progress Monitoring; Incidence; Special Education; Students with Disabilities; Mathematics Achievement; Decision Making; Grade 2; Grade 3; Grade 4; Curriculum Based Assessment; Grade 5 + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Vorkommen; Special needs education; Sonderpädagogik; Sonderschulwesen; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Decision-making; Entscheidungsfindung; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05
Abstract	Replication studies in special education are necessary to strengthen the foundation upon which instruction and intervention for students with disabilities are built. J. Jenkins et al. (2017) found intermittent reading fluency progress monitoring schedules did not delay decision-making and were similar in decision-making accuracy to the traditional weekly progress monitoring schedule. Results of the current pilot study, although underpowered, conceptually replicated the original claims and extended their work by investigating their questions in the area of mathematics computation. Implications for research and practice are shared. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01