Effects of Teacher Self-Monitoring on Implementation of Curriculum-Based Measurement and Mathematics Computation Achievement of Students with Disabilities

By Rose M. Allinder, Rachelle M. Bolling, Robert G. Oats, Wendy A. Gagnon. 2000

99 citations recorded by the source corpus.

Subfields: Safety Research, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/2560ae4bdb0094a28c043a5b4b3655c39f0eec57

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Safety Research

1. G. Sugai
2. Jennifer Freeman
3. Brandi Simonsen
4. R. Horner

In Statistics and Probability

1. Ashley S. Macsuga-Gage
2. Brandi Simonsen
3. Lindsay M. Fallon
4. G. Sugai
5. Terrance M. Scott
6. Diane Myers

Citations in the corpus

• Progress Monitoring Measures in Mathematics (2007, unknown): “Allinder, Bolling, Oats, and Gagnon (2000) compared CBM with and without self-monitoring to a contrast condition with no CBM.”
• The Effects of Self-Monitoring on Teachers’ Use of Specific Praise (2013, result): “This finding adds to existing literature demonstrating that self-monitoring (Allinder et al., 2000; Browder et al., 1986) and self-evaluation (Keller et al.”
• Multitiered Support Framework for Teachers’ Classroom-Management Practices (2014, background): “…assessment protocols (e.g., Greenwood et al., 1994; Pianta et al., 2008; Scott et al., 2011), (c) self-management supports included in Tier 2 (e.g., Allinder et al., 2000; Browder et al., 1986; Keller et al., 2005; Sutherland & Wehby, 2001; Workman et al., 1982), and (d) consultation and…”