Subjects -> EDUCATION (Total: 2376 journals)
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EDUCATION (2040 journals)                  1 2 3 4 5 6 7 8 | Last

Showing 1 - 200 of 857 Journals sorted alphabetically
#Tear : Revista de Educação, Ciência e Tecnologia     Open Access   (Followers: 4)
(Pensamiento), (palabra) y obra     Open Access   (Followers: 2)
21. Yüzyılda Eğitim Ve Toplum Eğitim Bilimleri Ve Sosyal Araştırmalar Dergisi     Open Access  
21st Century Pedagogy     Open Access   (Followers: 4)
@tic. revista d'innovació educativa     Open Access  
Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi     Open Access   (Followers: 2)
ABDIMAS ALTRUIS : Jurnal Pengabdian Kepada Masyarakat     Open Access  
About Campus     Hybrid Journal   (Followers: 7)
Academic Medicine     Hybrid Journal   (Followers: 74)
Academic Psychiatry     Full-text available via subscription   (Followers: 31)
Academic Questions     Hybrid Journal   (Followers: 9)
Academy of Educational Leadership Journal     Full-text available via subscription   (Followers: 65)
Academy of Management Learning and Education     Full-text available via subscription   (Followers: 62)
Accounting & Finance     Hybrid Journal   (Followers: 59)
Accounting Education: An International Journal     Hybrid Journal   (Followers: 22)
Açıköğretim Uygulamaları ve Araştırmaları Dergisi     Open Access  
ACM Transactions on Computing Education (TOCE)     Hybrid Journal   (Followers: 11)
Acta Científica : Ciências Humanas     Open Access   (Followers: 2)
Acta Didactica Norge     Open Access   (Followers: 2)
Acta Educationis Generalis     Open Access  
Acta Paedagogica Vilnensia     Open Access   (Followers: 1)
Acta Scientiarum. Education     Open Access  
Action in Teacher Education     Hybrid Journal   (Followers: 74)
Action Learning: Research and Practice     Hybrid Journal   (Followers: 42)
Action Research     Hybrid Journal   (Followers: 50)
Active Learning in Higher Education     Hybrid Journal   (Followers: 350)
Actualidades Pedagógicas     Open Access  
Adelphi series     Hybrid Journal   (Followers: 14)
Adiyaman University Journal of Educational Sciences     Open Access   (Followers: 1)
Administração Educacional     Open Access  
Administration & Society     Hybrid Journal   (Followers: 14)
Administrative Science Quarterly     Full-text available via subscription   (Followers: 222)
Adult Education Quarterly     Hybrid Journal   (Followers: 227)
Advanced Education     Open Access   (Followers: 15)
Advances in Building Education     Open Access   (Followers: 6)
Advances in Health Sciences Education     Hybrid Journal   (Followers: 35)
Advances in High Energy Physics     Open Access   (Followers: 22)
Advances in School Mental Health Promotion     Partially Free   (Followers: 12)
AERA Open     Open Access   (Followers: 10)
Africa Education Review     Hybrid Journal   (Followers: 30)
African Journal of Chemical Education     Open Access   (Followers: 5)
African Journal of Educational Studies in Mathematics and Sciences     Full-text available via subscription   (Followers: 9)
African Journal of Health Professions Education     Open Access   (Followers: 6)
African Journal of Research in Mathematics, Science and Technology Education     Hybrid Journal   (Followers: 10)
African Journal of Teacher Education     Open Access   (Followers: 1)
Agora     Full-text available via subscription   (Followers: 6)
AGORA Magazine     Open Access  
Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi     Open Access  
Ahmad Dahlan Journal of English Studies     Open Access   (Followers: 3)
AIDS Education and Prevention     Full-text available via subscription   (Followers: 8)
Ainedidaktiikka     Open Access  
Akadémiai Értesítö     Full-text available via subscription  
Akademos     Open Access   (Followers: 1)
AKSIOMA Journal of Mathematics Education     Open Access   (Followers: 3)
Aksis : Jurnal Pendidikan Bahasa dan Sastra Indonesia     Open Access  
Al-Athfaal : Jurnal Ilmiah Pendidikan Anak Usia Dini     Open Access  
Al-Bahith Journal     Open Access   (Followers: 1)
Al-Idarah : Jurnal Kependidikan Islam     Open Access  
Al-Jabar : Jurnal Pendidikan Matematika     Open Access   (Followers: 1)
Al-Mudarris : Journal of Education     Open Access   (Followers: 1)
Al-Tadris : Jurnal Pendidikan Bahasa Arab     Open Access  
Al-Tadzkiyyah : Jurnal Pendidikan Islam     Open Access  
Al-Tanzim : Jurnal Manajemen Pendidikan Islam     Open Access  
Al.Qadisiya journal for the Sciences of Physical Education     Open Access   (Followers: 1)
Alan Eğitimi Araştırmaları Dergisi     Open Access  
Aldaba     Open Access   (Followers: 1)
Alexandria : Revista de Educação em Ciência e Tecnologia     Open Access  
Alotrop     Open Access  
Alsic : Apprentissage des Langues et Systèmes d'Information et de Communication     Open Access   (Followers: 17)
Alteridad     Open Access  
Amasya Universitesi Egitim Fakültesi Dergisi     Open Access  
Ambiente & Educação : Revista de Educação Ambiental     Open Access  
American Annals of the Deaf     Full-text available via subscription   (Followers: 14)
American Biology Teacher     Full-text available via subscription   (Followers: 14)
American Educational Research Journal     Hybrid Journal   (Followers: 220)
American Journal of Business Education     Open Access   (Followers: 15)
American Journal of Distance Education     Hybrid Journal   (Followers: 34)
American Journal of Education     Full-text available via subscription   (Followers: 258)
American Journal of Educational Research     Open Access   (Followers: 70)
American Journal of Health Education     Hybrid Journal   (Followers: 33)
American Journal of Physics     Full-text available via subscription   (Followers: 54)
American String Teacher     Full-text available via subscription   (Followers: 2)
Ana Dili Eğitimi Dergisi / Journal of Mother Tongue Education     Open Access  
Anadolu Journal Of Educational Sciences International     Open Access  
Anadolu University Journal of Education Faculty     Open Access  
ANALES de la Universidad Central del Ecuador     Open Access   (Followers: 3)
Annales Universitatis Mariae Curie-Sklodowska, sectio N – Educatio Nova     Open Access  
Annali dell'Universita di Ferrara     Hybrid Journal  
Annals of Dyslexia     Hybrid Journal   (Followers: 11)
Annals of Modern Education     Full-text available via subscription   (Followers: 6)
Anuario Pilquen : Sección Divulgación Científica     Open Access  
Apertura. Revista de innovación educativa‏     Open Access   (Followers: 3)
Apex : New Zealand Journal of Gifted Children     Open Access   (Followers: 1)
Applied Environmental Education & Communication     Hybrid Journal   (Followers: 18)
Applied Measurement in Education     Hybrid Journal   (Followers: 10)
Aprender     Open Access  
AR-RIAYAH : Jurnal Pendidikan Dasar     Open Access  
Arabia     Open Access   (Followers: 1)
Arabiyatuna : Jurnal Bahasa Arab     Open Access  
Archivos de Ciencias de la Educación     Open Access   (Followers: 2)
Areté, Revista Digital del Doctorado en Educación de la Universidad Central de Venezuela     Open Access  
Arrancada     Open Access  
Ars Educandi     Open Access  
Art Design & Communication in Higher Education     Hybrid Journal   (Followers: 24)
Arte e Investigación     Open Access   (Followers: 1)
Arts and Humanities in Higher Education     Hybrid Journal   (Followers: 42)
Arts Education Policy Review     Hybrid Journal   (Followers: 5)
Artseduca : Revista electrónica de educación en las ARTES     Open Access   (Followers: 1)
ASEAN Journal of Education     Open Access   (Followers: 1)
ASHE Higher Education Reports     Hybrid Journal   (Followers: 21)
Asia Pacific Education Review     Hybrid Journal   (Followers: 12)
Asia Pacific Journal of Education     Hybrid Journal   (Followers: 23)
Asia-Pacific Education Researcher     Hybrid Journal   (Followers: 13)
Asia-Pacific Journal of Teacher Education     Hybrid Journal   (Followers: 26)
Asian Journal of Distance Education     Open Access   (Followers: 2)
Asian Journal of Education and Social Studies     Open Access   (Followers: 1)
Asian Journal of English Language Teaching     Full-text available via subscription   (Followers: 16)
Asian Journal of Legal Education     Full-text available via subscription   (Followers: 4)
Asian-Pacific Journal of Second and Foreign Language Education     Open Access   (Followers: 2)
ASp     Open Access   (Followers: 4)
Assessing Writing     Hybrid Journal   (Followers: 13)
Assessment & Evaluation in Higher Education     Hybrid Journal   (Followers: 231)
Assessment for Effective Intervention     Hybrid Journal   (Followers: 16)
Assessment in Education: Principles, Policy & Practice     Hybrid Journal   (Followers: 48)
Assessment Update     Hybrid Journal   (Followers: 5)
AStA Wirtschafts- und Sozialstatistisches Archiv     Hybrid Journal   (Followers: 5)
At-Ta'dib Jurnal Kependidikan Islam     Open Access  
At-Taqaddum     Open Access  
At-Turats     Open Access  
Atenas : Revista Científico Pedagógica     Open Access   (Followers: 1)
Athenea Digital     Open Access  
ATIKAN : Jurnal Kajian Pendidikan (Journal of Educational Studies)     Open Access  
Atthulab : Islamic Religion Teaching and Learning Journal     Open Access   (Followers: 1)
Aula Abierta     Open Access   (Followers: 1)
Aula de Encuentro     Open Access  
Australasian Journal of Educational Technology     Open Access   (Followers: 21)
Australasian Journal of Engineering Education     Hybrid Journal  
Australasian Journal of Gifted Education     Full-text available via subscription   (Followers: 7)
Australasian Marketing Journal (AMJ)     Hybrid Journal   (Followers: 4)
Australian Art Education     Full-text available via subscription   (Followers: 8)
Australian Educational Computing     Open Access   (Followers: 1)
Australian Educational Researcher     Hybrid Journal   (Followers: 31)
Australian Journal of Adult Learning     Full-text available via subscription   (Followers: 15)
Australian Journal of Career Development     Hybrid Journal   (Followers: 4)
Australian Journal of Dyslexia and Learning Difficulties     Full-text available via subscription   (Followers: 8)
Australian Journal of Education     Hybrid Journal   (Followers: 42)
Australian Journal of Environmental Education     Full-text available via subscription   (Followers: 9)
Australian Journal of Indigenous Education, The     Full-text available via subscription   (Followers: 11)
Australian Journal of Learning Difficulties     Hybrid Journal   (Followers: 5)
Australian Journal of Music Education     Full-text available via subscription   (Followers: 4)
Australian Journal of Public Administration     Hybrid Journal   (Followers: 474)
Australian Journal of Teacher Education     Open Access   (Followers: 28)
Australian Mathematics Teacher, The     Full-text available via subscription   (Followers: 7)
Australian Primary Mathematics Classroom     Full-text available via subscription   (Followers: 5)
Australian Screen Education Online     Full-text available via subscription   (Followers: 3)
Australian TAFE Teacher     Full-text available via subscription   (Followers: 4)
Australian Universities' Review, The     Full-text available via subscription   (Followers: 4)
Autism     Hybrid Journal   (Followers: 328)
Avaliação : Revista da Avaliação da Educação Superior (Campinas)     Open Access  
Azalea: Journal of Korean Literature & Culture     Full-text available via subscription   (Followers: 4)
Bahastra     Open Access  
Balkan Region Conference on Engineering and Business Education     Open Access   (Followers: 2)
Barn : Forskning om barn og barndom i Norden     Open Access   (Followers: 1)
BC TEAL Journal     Open Access  
BELAJEA : Jurnal Pendidikan Islam     Open Access  
BELIA : Early Childhood Education Papers     Open Access   (Followers: 9)
BELT - Brazilian English Language Teaching Journal     Open Access   (Followers: 4)
Berkeley Review of Education     Open Access   (Followers: 9)
Biblioteca Escolar em Revista     Open Access  
Biblioteka i Edukacja     Open Access   (Followers: 4)
Bildung und Erziehung     Hybrid Journal   (Followers: 6)
Bio-Lectura     Open Access  
BIODIK : Jurnal Ilmiah Pendidikan Biologi     Open Access   (Followers: 1)
Bioedukasi : Jurnal Pendidikan Biologi FKIP UM Metro     Open Access  
Bioma : Jurnal Ilmiah Biologi     Open Access  
Biosaintifika : Journal of Biology & Biology Education     Open Access   (Followers: 8)
Biosfer : Jurnal Biologi dan Pendidikan Biologi     Open Access  
Biosfer : Jurnal Tadris Biologi     Open Access  
Biuletyn Historii Wychowania     Open Access  
BMC Medical Education     Open Access   (Followers: 48)
BMJ Simulation & Technology Enhanced Learning     Hybrid Journal   (Followers: 12)
Boletim Cearense de Educação e História da Matemática     Open Access  
Boletim de Educação Matemática     Open Access  
Boletim Técnico do Senac     Open Access  
Bordón : Revista de Pedagogía     Open Access   (Followers: 1)
British Educational Research Journal     Hybrid Journal   (Followers: 240)
British Journal of Educational Studies     Hybrid Journal   (Followers: 191)
British Journal of Educational Technology     Hybrid Journal   (Followers: 191)
British Journal of Music Education     Hybrid Journal   (Followers: 24)
British Journal of Religious Education     Hybrid Journal   (Followers: 9)
British Journal of Sociology of Education     Hybrid Journal   (Followers: 62)
British Journal of Special Education     Hybrid Journal   (Followers: 51)
British Journal of Visual Impairment     Hybrid Journal   (Followers: 13)
Brookings Trade Forum     Full-text available via subscription   (Followers: 4)
Buabandit Journal of Educational Administration     Open Access  
Buletin Fisika     Open Access  
Bulletin De L' Association Thaïlandaise Des Professeurs de Français     Open Access  
Bulletin of the Council for Research in Music Education     Full-text available via subscription   (Followers: 6)
Business, Management and Education     Open Access   (Followers: 20)
Caderno Brasileiro de Ensino de Física     Open Access  

        1 2 3 4 5 6 7 8 | Last

Similar Journals
Journal Cover
Assessment for Effective Intervention
Journal Prestige (SJR): 0.578
Citation Impact (citeScore): 1
Number of Followers: 16  
 
  Hybrid Journal Hybrid journal (It can contain Open Access articles)
ISSN (Print) 1534-5084 - ISSN (Online) 1938-7458
Published by Sage Publications Homepage  [1087 journals]
  • Does Training Predict Second-Grade Teachers’ Use of Student Data for
           Decision-Making in Reading and Mathematics'
    • Authors: Marissa J. Filderman, Jessica R. Toste, North Cooc
      Abstract: Assessment for Effective Intervention, Ahead of Print.
      Although national legislation and policy call for the use of student assessment data to support instruction, evidence suggests that teachers lack the knowledge and skills required to effectively use data. Previous studies have demonstrated the potential of training for increasing immediate teacher outcomes (i.e., knowledge, skills, and beliefs), yet research is still needed that investigates whether these immediate learning outcomes correspond to improved practices in reading and math instruction. Using the Early Childhood Longitudinal Survey: Kindergarten (2011), the present study sought to investigate whether data-focused training predicted teacher use of data for four prevalent decision-making outcomes: monitor progress on specific skills, identify skill deficits, monitor overall progress of students performing below benchmark, and determine placement in instructional tiers. Results indicate that professional development to use data to identify struggling learners and coursework focused on the use of assessment to select interventions and supports significantly predicted teachers’ frequent use of data across key decision-making dimensions in reading instruction. Results for math instruction differ in that more frequent data use was not consistent across outcomes, more training sessions were needed, and professional development to use data to guide instruction significantly predicted use of data to monitor students who performed below benchmark.
      Citation: Assessment for Effective Intervention
      PubDate: 2020-02-03T11:12:33Z
      DOI: 10.1177/1534508420902523
       
  • Associations Between Teacher Ratings and Direct Assessment of Elementary
           Students’ Speech and Language Skills
    • Authors: Jason C. Chow, Jennifer R. Frey, Lauren H. Naples
      Abstract: Assessment for Effective Intervention, Ahead of Print.
      We investigated the associations between teacher-rated and direct assessments of early elementary students’ speech and language skills to explore whether using teachers as primary screeners yielded assessment data that reliably identified young students with language difficulties who many need a more comprehensive evaluation. We assessed first- and second-grade students (N = 365) on syntax, morphology, and vocabulary, screened for global speech and language development, and analyzed a teacher-completed norm-referenced communication rating scale. Teacher-rated language significantly predicted students’ latent language skills, and teachers’ ratings of students’ communication skills were not influenced by students’ gender, race/ethnicity, English language learner status, or special education status. We conclude with a discussion of implications for school-based research, assessment, and practice.
      Citation: Assessment for Effective Intervention
      PubDate: 2020-01-20T10:57:18Z
      DOI: 10.1177/1534508419900546
       
  • Development and Technical Adequacy of Instructionally Relevant Vocabulary
           Measures for Young Students
    • Authors: David C. Parker, Lisa H. Stewart, Susan Thomson, Ruth A. Kaminski
      Abstract: Assessment for Effective Intervention, Ahead of Print.
      Vocabulary skills are important for overall reading competence, but vocabulary assessment approaches that inform instructional decision-making and are sensitive to improvement are limited. This article describes a process for developing vocabulary measures designed to facilitate data-driven decision-making for kindergarten and first-grade students who are at risk in vocabulary. A pilot study suggested the measures could be administered and scored with fidelity, and also produced promising data for indices of reliability, criterion-related validity, and sensitivity to growth, particularly for a rating-based scoring metric. Implications and considerations for developing instructionally relevant vocabulary measures are discussed.
      Citation: Assessment for Effective Intervention
      PubDate: 2020-01-20T10:56:19Z
      DOI: 10.1177/1534508419897997
       
  • Construction and Examination of Math Subskill Mastery Measures
    • Authors: Amanda M. VanDerHeyden, Carmen Broussard
      Abstract: Assessment for Effective Intervention, Ahead of Print.
      This study details the construction of parameters for generating subskill mastery math measures to be used for screening, intervention planning, progress monitoring, and proximal program evaluation. Parameters for generating assessment measures were built and tested to verify initial equivalence of generated measures using potential digits correct as a proxy for task difficulty across generated measures. Generated measures met initial equivalence criteria and were subjected to further reliability analysis. Measures were generated and administered 1 week apart at fall and winter to students in Grades K, 1, 3, 5, and 7. Thirty-four screening measures were examined for delayed alternate form reliability, risk decision agreement, and interobserver agreement. Delayed alternate form reliability values generally exceeded r = .80, could be reliably scored, and yielded consistent risk decisions. Future research directions were discussed.
      Citation: Assessment for Effective Intervention
      PubDate: 2019-12-31T08:41:05Z
      DOI: 10.1177/1534508419883947
       
  • Brief Experimental Analysis of Math Interventions: A Synthesis of Evidence
    • Authors: Nicole M. McKevett, Robin S. Codding
      Abstract: Assessment for Effective Intervention, Ahead of Print.
      Brief experimental analysis (BEA) is a quick method used to identify the function of student learning difficulties and match effective interventions to students’ needs. Extensive work has been done to explore the use of this methodology to determine effective reading interventions; however, a smaller number of published studies have examined the use of BEAs in math. The purpose of the current review was to identify all studies that have used BEA methodology in math. Fifteen studies that included 63 participants and used BEA methodology to identify the most effective math intervention for students were located. Results of the synthesis indicate that the majority of BEAs compared skill and performance interventions on computational fluency; however, the methodology across the included studies varied. Strengths and limitations of the research, in addition to implications for research and practice, are discussed.
      Citation: Assessment for Effective Intervention
      PubDate: 2019-12-31T08:39:07Z
      DOI: 10.1177/1534508419883937
       
  • The Factor Structure of Child Behavior Checklist Scores With Elementary
           School Students Referred to Counseling Within Low-Income Communities
    • Authors: Saundra M. Tabet, Mary K. Perleoni, Dalena Dillman Taylor, Viki P. Kelchner, Glenn W. Lambie
      Abstract: Assessment for Effective Intervention, Ahead of Print.
      The Child Behavior Checklist (CBCL) is one of the most frequently used assessments of social, emotional, and behavioral functioning; however, previous research has noted inconsistency in the factor structure and items included on the Child Behavior Checklist for Ages 6 to 18 Years (CBCL/6-18) when tested with diverse samples of client populations. Thus, the purpose of our investigation was to examine the factor structure of CBCL/6-18 scores (N = 459) with diverse American children referred to receive school-based mental health counseling enrolled in five Title I elementary schools in the Southeastern United States. We performed confirmatory factor analysis (CFA) and principal component analysis (PCA) on CBCL/6-18 scores to examine the factor structure and internal consistency reliability of the data. Results demonstrated an inadequate fit for model and further data analyses resulted in a three-factor, 32-item model (41.40% of the variance explained). Implications of the findings support a new conceptual framework of the CBCL/6-18 to provide a more parsimonious model when working with diverse populations, specifically children from low-income families.
      Citation: Assessment for Effective Intervention
      PubDate: 2019-12-24T06:55:33Z
      DOI: 10.1177/1534508419895094
       
  • Inclusive Instruction for Students Receiving Special Education Services
           for Emotional Disturbance: A Survey Development Study
    • Authors: John William McKenna, Xiaoxia Newton, Emily R. Bergman
      Abstract: Assessment for Effective Intervention, Ahead of Print.
      Although the majority of students receiving special education services for emotional disturbance (ED) receive a significant amount of instruction in general education classrooms, evidence-based practices for educating students with ED in these settings have yet to be identified. As a result, school-based practitioners must primarily rely on professional recommendations and values when planning and delivering inclusive instruction for this student population. This study investigated the internal consistency and factor structure of a survey measure designed to obtain information on practitioner knowledge, use, and perceived effectiveness of recommended classroom-based practices for the inclusive instruction of students with ED. Results indicate adequate internal consistency. An exploratory factor analysis (EFA) revealed a four-factor structure: Behavior Support, Classroom Management, Differentiation, and Instructional Practices. Study limitations include a low response rate for the electronic survey and reliance on responses from practitioners from one geographic area. Future investigations are necessary to refine the survey instrument and to obtain data from teachers from other geographic areas.
      Citation: Assessment for Effective Intervention
      PubDate: 2019-12-23T08:42:07Z
      DOI: 10.1177/1534508419895085
       
  • Comparing Teacher and Student Report of Behavioral Risk in Predicting
           Elementary Student Math Outcomes
    • Authors: Nathaniel von der Embse, Andrew Jenkins, Geoffrey West, Katie Eklund, Stephen Kilgus, Myesha Morgan
      Abstract: Assessment for Effective Intervention, Ahead of Print.
      Universal screening is a promising and proactive method to detect emotional and behavioral risk in schools. To date, most of the research on screening has evaluated teacher report formats. Despite the potential benefits, there has been a general lack of research on student self-report particularly in elementary grade levels. The purpose of this study was to evaluate the relative predictive ability of teacher and student report of risk on later academic outcomes. Results indicated that student self-report of risk significantly contributed to the prediction of academic outcomes even when controlling for demographic variables and in comparison to teacher report. The strength of this relationship increased from first to fifth grade. Implications and future research are discussed.
      Citation: Assessment for Effective Intervention
      PubDate: 2019-12-12T08:01:34Z
      DOI: 10.1177/1534508419885016
       
  • Classification Agreement for Gated Screening in Mathematics: Subskill
           Mastery Measurement and Classwide Intervention
    • Authors: Amanda M. VanDerHeyden, Carmen Broussard, Matthew K. Burns
      Abstract: Assessment for Effective Intervention, Ahead of Print.
      This study examined the classification accuracy for subskill mastery measures administered in mathematics for students in kindergarten and Grades 1, 3, 5, and 7 at fall (n = 564) and winter (n = 602) screening. In addition, response to classwide math intervention was examined as another layer of screening for students in kindergarten and Grades 1, 3, and 5 (n = 387). Criterion measures were the year-end accountability measure for math in Grades 3, 5, and 7. For kindergarten and Grade 1 a researcher-constructed composite measure was used. For all measures (screening and criterion), 20th percentile performance was the risk criterion.
      Authors hypothesized that classwide intervention response would provide more accurate identification of risk than fall or winter screening. Receiver operating characteristic (ROC)–generated sensitivities and specificities supported this hypothesis. Data indicated that intervention dosage was adequate and did reduce the base rate of risk in each screening group. Posttest probabilities indicated that subskill mastery measures and response to classwide intervention could be used to accurately indicate math risk and the need for more intensive intervention for students in a multitier system of supports (MTSS) model.
      Citation: Assessment for Effective Intervention
      PubDate: 2019-10-21T10:27:53Z
      DOI: 10.1177/1534508419882484
       
  • A Descriptive Analysis of the Error Patterns Observed in the
           Fraction-Computation Solution Pathways of Students With and Without
           Learning Disabilities
    • Authors: Jiwon Hwang, Paul J. Riccomini
      Abstract: Assessment for Effective Intervention, Ahead of Print.
      Developing an understanding of fractions is critical as a significant predictor for the learning progression of advanced domains; however, students face significant challenges in learning fractions because of their unique properties. To systematically approach remediation, this study examined the common error patterns committed by middle-school students with and without learning disabilities in mathematics when solving fraction computations involving addition. Based on the logic that errors reflect meaningful misconceptions, errors associated in each solution stage established in a solution algorithm were analyzed. Findings provide instruction implications to develop practical guidelines for researchers, insights into a starting point of instruction when teaching students in diverse achievement levels, and an awareness about specific problematic areas requiring more intensive instruction and intervention. Careful consideration of errors associated within a solution pathway can maximize the efficacy of instructions. Future research directions, educational implications, and limitations are discussed.
      Citation: Assessment for Effective Intervention
      PubDate: 2019-09-06T11:36:42Z
      DOI: 10.1177/1534508419872256
       
  • An Evaluation of the Use of Seasonal Goal Lines to Improve the Accuracy of
           Curriculum-Based Measurement of Reading Decision Rule Recommendations
    • Authors: Ethan R. Van Norman, Peter M. Nelson
      Abstract: Assessment for Effective Intervention, Ahead of Print.
      The current study evaluated whether goal-setting practices that account for seasonal developmental patterns of reading growth decreased the number of weeks data needed to be collected in order to yield accurate response to intervention decisions for a sample of 224 third-grade students. The extent to which more complex decision-making practices improve upon the accuracy of current frameworks across periods of 4 to 8 weeks was also explored. Spring proficiency status on a curriculum-based measurement of reading assessment was used as the reference for classification accuracy. Using a goal line based upon fall to winter grade-level benchmarks tended to produce higher levels of accuracy, kappa, and sensitivity than goal lines based upon fall to spring benchmarks. Collectively, the observed results highlight the potential benefit of establishing seasonal goal lines and suggest that relatively simplistic and accessible approaches to decision-making may result in similar decisions when compared with analytically complex approaches.
      Citation: Assessment for Effective Intervention
      PubDate: 2019-09-06T11:36:02Z
      DOI: 10.1177/1534508419872249
       
  • The Relationship Between School Administrator and Teacher Ratings of
           Classroom Practices and Student Achievement in High-Poverty Schools
    • Authors: Linda A. Reddy, Anh N. Hua, Christopher M. Dudek, Ryan Kettler, Ilona Arnold-Berkovits, Adam Lekwa, Kevin Crouse, Alexander Kurz, Jiefang Hu
      Abstract: Assessment for Effective Intervention, Ahead of Print.
      This study examined the relationship of school administrator and teacher self-ratings of instructional and behavioral management practices to student growth on statewide achievement tests (Partnership for Assessment of Readiness for College and Career [PARCC]). The study included 78 teachers and 1,594 students from fourth through eighth grades in nine high-poverty charter schools. Observation scores completed by school administrator and teacher self-ratings were collected on the Classroom Strategies Assessment System (CSAS), an observational assessment that reports outcomes as discrepancy scores: differences between recommended frequency and observed frequency of specific instructional and behavior management strategies for teachers. Correlations revealed negative relations between both informants’ discrepancy scores and PARCC growth scores, demonstrating that teachers with lower discrepancy scores tended to have students with greater PARCC growth scores. Hierarchical multiple regression analyses revealed school administrator and teacher CSAS total discrepancy scores were related to student performance on PARCC mathematics, but not English Language Arts (ELA), and teachers’ CSAS Total discrepancy scores explained an additional 4.8% of variance in PARCC mathematics. Implications of findings for professional development and research are offered.
      Citation: Assessment for Effective Intervention
      PubDate: 2019-07-23T08:30:05Z
      DOI: 10.1177/1534508419862863
       
  • Outcome Measurement of School-Based SEL Intervention Follow-Up Studies
    • Authors: Sarah K. Ura, Sara M. Castro-Olivo, Ana d’Abreu
      Abstract: Assessment for Effective Intervention, Ahead of Print.
      Recent meta-analyses confirm that social–emotional learning (SEL) interventions are effective in increasing academic, social, and emotional outcomes via direct skills instruction. With skill development serving as a primary mechanism of change in SEL interventions, we argue for the accurate measurement of skills as an important component of SEL research. Using the Collaborative for Academic, Social, and Emotional Learning (CASEL) model, we evaluate 111 studies included in a recent meta-analysis to determine the match between constructs targeted in interventions and SEL skill competency, as well as the measurement of skills and instruments used to evaluate programs. Findings indicate a general trend in the measurement of broad outcomes, rather than skills taught in programs, and limited measurement across CASEL five-competency model. Utility of measuring outcomes specific to competencies taught in intervention across SEL domains are discussed.
      Citation: Assessment for Effective Intervention
      PubDate: 2019-07-18T08:12:29Z
      DOI: 10.1177/1534508419862619
       
  • Technical Adequacy of Procedural and Conceptual Algebra Screening Measures
           in High School Algebra
    • Authors: Vincent R. Genareo, Anne Foegen, Barbara J. Dougherty, William W. DeLeeuw, Jeannette Olson, Ruveyda Karaman Dundar
      Abstract: Assessment for Effective Intervention, Ahead of Print.
      Although algebra often functions as a gatekeeper to higher-level mathematics courses and higher education admissions, few quality measures exist for assessing conceptual understanding. This study explored the technical adequacy of three procedural and two conceptual algebra screening measures. We administered three rounds of assessments throughout an algebra course to 2,021 secondary students of 31 teachers in three states. Assessments included procedural and conceptual screening measures and additional criterion measures: teacher ratings of students’ algebra proficiency, course grades, results of two project-specific algebra proficiency exams, and state test scores. Descriptive and correlation analyses were used to investigate measure scores, alternate-form and test–retest reliability, concurrent validity, and predictive validity. Procedural measure results indicated high levels of reliability (r = .72–.99), and moderate concurrent and predictive validity (r = .36–.64; .36–.58). The conceptual measures produced moderate to low levels of validity (r = .10–.44). The procedural measure results suggest they may be suitable for use as screening measures, pending further revision and diagnostic testing, while the conceptual measures did not produce acceptable results for current implementation. The findings contributed to measure redesigns to bolster their use as mathematics proficiency assessments with algebra students.
      Citation: Assessment for Effective Intervention
      PubDate: 2019-07-11T12:17:07Z
      DOI: 10.1177/1534508419862025
       
  • Validation Study of the Family Involvement Questionnaire–Elementary
           Version With Families in Belize
    • Authors: S. Andrew Garbacz, Garret J. Hall, Kaitlyn Young, Yen Lee, Rachel K. Youngblom, Daniel D. Houlihan
      Abstract: Assessment for Effective Intervention, Ahead of Print.
      The purpose of this study was to examine the factor structure of the Family Involvement Questionnaire–Elementary Version with families in Belize. Participants were 185 primary caregivers of children in primary education settings in Belize. Caregivers were given the Family Involvement Questionnaire–Elementary Version to measure their educational involvement in their children’s schooling. Findings indicated the factor structure of the Family Involvement Questionnaire–Elementary Version in Belize was not congruent with the factor structures with samples from the United States and New Zealand. Exploratory factor analysis suggested a five-factor solution: (a) home-school communication, (b) home expectations and monitoring, (c) educational support, (d) school and community involvement, and (e) school attendance. In light of similar measurement studies in the literature, these data indicate that family educational involvement varies across geographic and cultural contexts. This suggests that interventions and policies to improve education outcomes via family involvement ought to consider the unique structure of families’ involvement in the educational system.
      Citation: Assessment for Effective Intervention
      PubDate: 2019-07-11T12:17:06Z
      DOI: 10.1177/1534508419862857
       
  • Examining High School Student Engagement and Critical Factors in Dropout
           Prevention
    • Authors: Nathan A. Stevenson, Jessica Swain-Bradway, Brandon C. LeBeau
      Abstract: Assessment for Effective Intervention, Ahead of Print.
      There is a well-known positive relation between student engagement and a host of school outcomes. The following article describes a study that explores a commonly used tool for measuring engagement in high schools. Specifically, this study examined internal validity, factor structure, and the relation between factors of engagement (e.g., social, emotional, and academic) and outcomes of school attendance and suspension rates. Data were collected for 7,718 students in ninth through 12th grade. Engagement was measured using the High School Survey of Student Engagement (HSSSE). Analyses raise concern over the degree to which the structure of HSSSE fits with established constructs of engagement. Implications and directions for future research are discussed.
      Citation: Assessment for Effective Intervention
      PubDate: 2019-06-28T06:19:52Z
      DOI: 10.1177/1534508419859655
       
  • Evaluating the Criterion Validity and Classification Accuracy of Universal
           Screening Measures in Reading
    • Authors: Asia S. Thomas, Stacy-Ann A. January
      Abstract: Assessment for Effective Intervention, Ahead of Print.
      Educators use universal screening to identify students who may be at risk for not meeting proficiency on the state assessment. Given the potential high-stakes of state tests, using accurate screeners is critical. Independent research is emerging on screeners such as the Measures of Academic Progress (MAP), a computer adaptive test, and the Strategic Teaching Evaluation of Progress (STEP), a developmental reading assessment. This study evaluated the criterion-related validity of MAP and STEP with a state assessment. Additionally, the utility of each screener to distinguish between students at risk and not at risk was evaluated using multiple screening approaches. Participants were two cohorts (Cohort 1 N = 255; Cohort 2 N = 122) of children enrolled in two public charter schools. MAP and STEP were administered in spring of second grade and fall of third grade. Results suggested MAP and STEP scores were significant strong predictors of third-grade state assessment scores. STEP scores explained a small amount of variance in state assessment scores beyond MAP scores alone. Findings support using MAP and STEP to identify students who may be at risk; however, MAP is sufficient as a single screener, using locally derived cut-scores or cut-scores linked to the state assessment.
      Citation: Assessment for Effective Intervention
      PubDate: 2019-06-27T06:57:55Z
      DOI: 10.1177/1534508419857232
       
  • Exploring the Influences of Assessment Method, Intervention Steps,
           Intervention Sessions, and Observation Timing on Treatment Fidelity
           Estimates
    • Authors: Melissa A. Collier-Meek, Lisa M. Sanetti, Lindsay Fallon, Sandra Chafouleas
      Abstract: Assessment for Effective Intervention, Ahead of Print.
      Treatment fidelity data are critical to evaluate intervention effectiveness, yet there are only general guidelines regarding treatment fidelity measurement. Initial investigations have found treatment fidelity data collected via direct observation to be more reliable than data collected via permanent product or self-report. However, the comparison of assessment methods is complicated by the intervention steps accounted for, observation timing, and intervention sessions accounted for, which may impact treatment fidelity estimates. In this study, we compared direct observation and permanent product data to evaluate these varied assessment and data collection decisions on treatment fidelity data estimates in three classrooms engaged in a group contingency intervention. Findings revealed that treatment fidelity estimates, in addition to being different across assessment method, are, in fact, different depending on the intervention steps assessed, intervention sessions accounted for, and observation timing. Implications for treatment fidelity assessment research, reporting in intervention research broadly, and implementation assessment in practice are described.
      Citation: Assessment for Effective Intervention
      PubDate: 2019-06-25T06:12:17Z
      DOI: 10.1177/1534508419857228
       
  • Early Screening for Decoding- and Language-Related Reading Difficulties in
           First and Third Grades
    • Authors: Rebecca D. Silverman, Daniel McNeish, Deborah L. Speece, Kristin D. Ritchey
      Abstract: Assessment for Effective Intervention, Ahead of Print.
      The present study investigated the identification of end of first grade (n = 125) and end of third grade (n = 77) reading comprehension difficulties using beginning of first grade decoding-related and language-related predictors. Reading comprehension was defined using a composite of three standardized reading comprehension measures. Students at or below the 25th percentile on the reading comprehension composite were considered to have difficulty with reading comprehension. Sight word reading efficiency and sentence repetition predicted end of first grade reading comprehension difficulties. Sight word reading efficiency, sentence repetition, and oral discourse predicted end of third grade reading comprehension difficulties. Both screening batteries yielded high classification accuracy (area under the receiver operating characteristic curve [AUC] = 94.7% in Grade 1 and AUC = 90.5% in Grade 3). Results are discussed in light of the research base on early screening for reading comprehension difficulties.
      Citation: Assessment for Effective Intervention
      PubDate: 2019-06-20T08:35:15Z
      DOI: 10.1177/1534508419857234
       
  • Examining the Technical Adequacy of the Social, Academic, and Emotional
           Behavior Risk Screener
    • Authors: Samuel F. Whitley, Yojanna Cuenca-Carlino
      Abstract: Assessment for Effective Intervention, Ahead of Print.
      Many schools attempt to identify and service students at risk for poor mental health outcomes within a multi-tiered system of support (MTSS). Universal screening within a MTSS requires technically adequate tools. The Social, Academic, and Emotional Behavior Risk Screener (SAEBRS) has been put forth as a technically adequate screener. Researchers have examined the factor structure, diagnostic accuracy, criterion validity, and internal consistency of SAEBRS data. However, previous research has not examined its temporal stability or replicated the criterion validity results with a racially/ethnically diverse urban elementary school sample. This study examined the test–retest reliability, convergent validity, and predictive validity of teacher-completed SAEBRS ratings with racially/ethnically diverse group students enrolled in first through fifth grade in an urban elementary school. Reliability analyses resulted in significant test–retest reliability coefficients across four weeks for all SAEBRS scales. Furthermore, nonsignificant paired samples t tests were observed with the exception of the third-grade Emotional subscale. Validity analyses yielded significant concurrent and predictive Pearson correlation coefficients between SAEBRS ratings, oral reading fluency, and office discipline referrals. Limitations and implications of the results are discussed.
      Citation: Assessment for Effective Intervention
      PubDate: 2019-06-20T08:34:35Z
      DOI: 10.1177/1534508419857225
       
  • Evaluation and a Proposed Revision of the CAMM Among Underrepresented
           Elementary School Children
    • Authors: Peter G. Mezo, Hannah C. Herc, Kelsey J. Pritchard, Wesley A. Bullock
      Abstract: Assessment for Effective Intervention, Ahead of Print.

      Citation: Assessment for Effective Intervention
      PubDate: 2019-05-07T06:13:22Z
      DOI: 10.1177/1534508419845465
       
  • Dependability of Direct Behavior Rating Single- and Multi-Item Scales
           Across Raters and Occasions in Two School Subjects
    • Authors: Gino Casale, Robert J. Volpe, Amy M. Briesch, Thomas Hennemann, Michael Grosche
      Abstract: Assessment for Effective Intervention, Ahead of Print.

      Citation: Assessment for Effective Intervention
      PubDate: 2019-03-21T02:01:17Z
      DOI: 10.1177/1534508419836498
       
  • Reconsidering the Psychometrics of the GRS-S: Evidence for Parsimony in
           Measurement
    • Authors: Yaacov Petscher, Steven I. Pfeiffer
      Abstract: Assessment for Effective Intervention, Ahead of Print.

      Citation: Assessment for Effective Intervention
      PubDate: 2019-02-12T10:12:58Z
      DOI: 10.1177/1534508418824743
       
  • Assessing the Effects of Instructional Set Size on Learning
    • Authors: Sarah J. Miller, George H. Noell, Meredith T. Harris, Elise B. McIver, Jessica P. Alvarez
      Abstract: Assessment for Effective Intervention, Ahead of Print.

      Citation: Assessment for Effective Intervention
      PubDate: 2019-01-28T10:19:59Z
      DOI: 10.1177/1534508418825304
       
  • Criterion Validity of the Early Communication Indicator for Infants and
           Toddlers
    • Authors: Charles R. Greenwood, Jay Buzhardt, Dale Walker, Fan Jia, Judith J. Carta
      Abstract: Assessment for Effective Intervention, Ahead of Print.

      Citation: Assessment for Effective Intervention
      PubDate: 2019-01-18T12:19:45Z
      DOI: 10.1177/1534508418824154
       
  • Is a Picture Worth 1,000 Words' Investigating Fraction Magnitude
           Knowledge Through Analysis of Student Representations
    • Authors: Stephanie Morano, Paul J. Riccomini
      Abstract: Assessment for Effective Intervention, Ahead of Print.

      Citation: Assessment for Effective Intervention
      PubDate: 2019-01-07T08:27:18Z
      DOI: 10.1177/1534508418820697
       
 
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