Effecting Superior Achievement Using Curriculum-based Measurement: The Importance of Individual Progress Monitoring.
By Pamela M. Stecker, Lynn S. Fuchs. 2000
205 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology, Statistics and Probability
View Paper: https://www.semanticscholar.org/paper/ed949d178632693e66174e102cf0b72fe5a6b5ff
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
- A. Foegen
- Douglas Fuchs
- Lynn S. Fuchs
- Erica S. Lembke
- Bryan G. Cook
- Daryl F. Mellard
- M. McKnight
- Sara Cothren Cook
In Statistics and Probability
- Douglas Fuchs
- A. Foegen
- Lynn S. Fuchs
- Erica S. Lembke
- Daryl F. Mellard
- M. McKnight
- Sara Cothren Cook
- Bryan G. Cook
Citations in the corpus
- Ten Faulty Notions About Teaching and Learning That Hinder the Effectiveness of Special Education (2003, background): “Nearly two decades of research has shown academic achievement gains by students with disabilities when their teachers use CBA (e.g., L. S. Fuchs, Deno, & Mirken, 1984; Jones & Krouse, 1988; Steeker & Fuchs, 2000).”
- Progress Monitoring Measures in Mathematics (2007, unknown): “Stecker and Fuchs (2000) examined the importance of individualizing instructional changes based on student data.”
- Effects of Data–Based Individualization for Students with Intensive Learning Needs: A Meta–Analysis (2018, unknown): “…Karns, 1995; Fuchs et al., 1997), not enough information was included to compute effect sizes (e.g., Skiba, Wesson, & Deno, 1982), or there was no business-as-usual control group (Fuchs, Fuchs, & Hamlett, 1989c; Stecker & Fuchs, 2000; Tindal, Fuchs, Christensen, Mirkin, & Deno, 1981; Wesson, 1991).”
- Principles for the Prevention and Intervention of Mathematics Difficulties (2001, background): “Stecker and Fuchs (2000), for example, assessed the added value of individually referenced decision making over and beyond the effects of regularly introducing instructional revisions (i.e., simply varying the instructional program at regular intervals) and of routinely measuring student…”
- Identifying Early Numeracy Indicators for Kindergarten and First–Grade Students (2009, methodology): “Teacher ratings have been used in previous research on CBM (Baker & Good, 1995; Stecker & Fuchs, 2000) to provide an additional perspective on student proficiency.”
- Unraveling Evidence-Based Practices in Special Education (2013, methodology): “Educators should therefore systematically monitor the impact of their instruction on student outcomes using procedures such as progress monitoring (e.g., Stecker & Fuchs, 2000), even when implementing an EBP.”
- RTI Tier Structures and Instructional Intensity (2010, background): “The data from additional response opportunities can also help teachers identify nonresponsiveness sooner and make appropriate curricular and/or instructional adjustments (Stecker & Fuchs, 2000).”