Using Progress-Monitoring Data to Improve Instructional Decision Making

By Pamela M. Stecker, Erica S. Lembke, A. Foegen. 2008

130 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/68198ebd4f38e351deb90861017cf0a5f4fd9ac1

How researchers see this paper

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

In Developmental and Educational Psychology

1. Renée A. Greenfield
2. Amanda Cardarelli
3. C. Patrick Proctor
4. Claudia Rinaldi

In Education

1. Renée A. Greenfield
2. Amanda Cardarelli
3. C. Patrick Proctor
4. Claudia Rinaldi

In Statistics and Probability

1. Renée A. Greenfield
2. Amanda Cardarelli
3. C. Patrick Proctor
4. Claudia Rinaldi

Citations in the corpus

• Teachers’ Perceptions of a Response to Intervention (RTI) Reform Effort in an Urban Elementary School: A Consensual Qualitative Analysis (2010, result): “This result further supports the findings of Stecker, Lembke, and Foegen (2008), who explained that progress monitoring within RTI must “(a) be sensitive to student change, (b) be educationally meaningful, and (c) not monopolize instructional time” whereas providing comprehensive structure of…”