Subjects -> EDUCATION (Total: 2550 journals)
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EDUCATION (2188 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: 5)
(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: 5)
@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  
Abdimas Toddopuli : Jurnal Pengabdian Pada Masyarakat     Open Access   (Followers: 13)
About Campus     Hybrid Journal   (Followers: 9)
Academic Medicine     Hybrid Journal   (Followers: 75)
Academic Psychiatry     Full-text available via subscription   (Followers: 33)
Academic Questions     Hybrid Journal   (Followers: 9)
Academy of Educational Leadership Journal     Full-text available via subscription   (Followers: 64)
Academy of Management Learning and Education     Full-text available via subscription   (Followers: 64)
Accounting & Finance     Hybrid Journal   (Followers: 59)
Accounting Education: An International Journal     Hybrid Journal   (Followers: 23)
Açıköğretim Uygulamaları ve Araştırmaları Dergisi     Open Access  
ACM Transactions on Computing Education (TOCE)     Hybrid Journal   (Followers: 12)
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: 77)
Action Learning: Research and Practice     Hybrid Journal   (Followers: 43)
Action Research     Hybrid Journal   (Followers: 51)
Active Learning in Higher Education     Hybrid Journal   (Followers: 363)
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: 15)
Administrative Science Quarterly     Full-text available via subscription   (Followers: 242)
Adult Education Quarterly     Hybrid Journal   (Followers: 241)
Advanced Education     Open Access   (Followers: 15)
Advances in Building Education     Open Access   (Followers: 7)
Advances in Health Sciences Education     Hybrid Journal   (Followers: 36)
Advances in High Energy Physics     Open Access   (Followers: 25)
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)
AKSIOMATIK : Jurnal Penelitian Pendidikan dan Pembelajaran Matematika     Open Access   (Followers: 1)
Aksis : Jurnal Pendidikan Bahasa dan Sastra Indonesia     Open Access  
Al-Athfaal : Jurnal Ilmiah Pendidikan Anak Usia Dini     Open Access   (Followers: 3)
Al-Bahith Journal     Open Access   (Followers: 1)
Al-Fikrah     Open Access   (Followers: 4)
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  
Alberta Journal of Educational Research     Full-text available via subscription   (Followers: 8)
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: 19)
American Biology Teacher     Full-text available via subscription   (Followers: 14)
American Educational Research Journal     Hybrid Journal   (Followers: 230)
American Journal of Business Education     Open Access   (Followers: 16)
American Journal of Distance Education     Hybrid Journal   (Followers: 33)
American Journal of Education     Full-text available via subscription   (Followers: 272)
American Journal of Educational Research     Open Access   (Followers: 70)
American Journal of Health Education     Hybrid Journal   (Followers: 35)
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: 4)
Anargya : Jurnal Ilmiah Pendidikan Matematika     Open Access   (Followers: 9)
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)
Antistasis : An Open Educational Journal     Open Access   (Followers: 10)
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: 19)
Applied Measurement in Education     Hybrid Journal   (Followers: 11)
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   (Followers: 1)
Ars Educandi     Open Access  
Art Design & Communication in Higher Education     Hybrid Journal   (Followers: 28)
Arte e Investigación     Open Access   (Followers: 1)
Arts and Humanities in Higher Education     Hybrid Journal   (Followers: 44)
Arts Education Policy Review     Hybrid Journal   (Followers: 6)
Artseduca : Revista electrónica de educación en las ARTES     Open Access   (Followers: 1)
ASEAN Journal of Education     Open Access   (Followers: 3)
ASHE Higher Education Reports     Hybrid Journal   (Followers: 21)
Asia Pacific Education Review     Hybrid Journal   (Followers: 12)
Asia Pacific Journal of Education     Hybrid Journal   (Followers: 24)
Asia-Pacific Education Researcher     Hybrid Journal   (Followers: 14)
Asia-Pacific Journal of Teacher Education     Hybrid Journal   (Followers: 27)
Asian Journal of Distance Education     Open Access   (Followers: 3)
Asian Journal of Education and Social Studies     Open Access   (Followers: 1)
Asian Journal of English Language Teaching     Full-text available via subscription   (Followers: 17)
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: 15)
Assessment & Evaluation in Higher Education     Hybrid Journal   (Followers: 242)
Assessment for Effective Intervention     Hybrid Journal   (Followers: 16)
Assessment in Education: Principles, Policy & Practice     Hybrid Journal   (Followers: 49)
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  
ATENA Didaktik     Open Access   (Followers: 5)
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: 2)
Aula de Encuentro     Open Access  
Australasian Journal of Educational Technology     Open Access   (Followers: 21)
Australasian Journal of Engineering Education     Hybrid Journal   (Followers: 2)
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: 10)
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: 6)
Australian Journal of Public Administration     Hybrid Journal   (Followers: 475)
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: 342)
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)
Baltic Journal of Career Education and Management     Open Access   (Followers: 1)
Barn : Forskning om barn og barndom i Norden     Open Access   (Followers: 1)
Basastra : Jurnal Bahasa, Sastra, dan Pengajarannya     Open Access   (Followers: 1)
BC TEAL Journal     Open Access  
Becoming : Journal of the Georgia Middle School Association     Open Access   (Followers: 10)
Behavioural Sciences Undergraduate Journal     Open Access   (Followers: 5)
BELAJEA : Jurnal Pendidikan Islam     Open Access  
BELIA : Early Childhood Education Papers     Open Access   (Followers: 10)
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: 7)
Bio-Lectura     Open Access  
BIODIK : Jurnal Ilmiah Pendidikan Biologi     Open Access   (Followers: 1)
Bioedukasi : Jurnal Pendidikan Biologi FKIP UM Metro     Open Access   (Followers: 1)
Bioma : Jurnal Ilmiah Biologi     Open Access  
Biosaintifika : Journal of Biology & Biology Education     Open Access   (Followers: 9)
Biosfer : Jurnal Biologi dan Pendidikan Biologi     Open Access  
Biosfer : Jurnal Tadris Biologi     Open Access  
BISE : Jurnal Pendidikan Bisnis dan Ekonomi     Open Access   (Followers: 1)
Biuletyn Historii Wychowania     Open Access  
BMC Medical Education     Open Access   (Followers: 50)
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 (Jurnal Bahasa dan Sastra Inggris)     Open Access   (Followers: 1)
British Educational Research Journal     Hybrid Journal   (Followers: 250)
British Journal of Educational Studies     Hybrid Journal   (Followers: 203)

        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  [1092 journals]
  • Using Interval Likelihood Ratios in Gated Screening: A Direct Replication
           Study
    • Authors: David A. Klingbeil, Ethan R. Van Norman, Peter M. Nelson
      Abstract: Assessment for Effective Intervention, Ahead of Print.
      This direct replication study compared the use of dichotomized likelihood ratios and interval likelihood ratios, derived using a prior sample of students, for predicting math risk in middle school. Data from the prior year state test and the Measures of Academic Progress were analyzed to evaluate differences in the efficiency and diagnostic accuracy of gated screening decisions. Post-test probabilities were interpreted using a threshold decision-making model to classify student risk during screening. Using interval likelihood ratios led to fewer students requiring additional testing after the first gate. But, when interval likelihood ratios were used, three tests were required to classify sixth and seventh grade students as at-risk or not at-risk. Only two tests were needed to classify students as at-risk or not at-risk when dichotomized likelihood ratios were used. Acceptable sensitivity and specificity estimates were obtained, regardless of the type of likelihood ratios used to estimate post-test probabilities. When predicting academic risk, interval likelihood ratios may be best reserved for situations where at least three successive tests are available to be used in a gated screening model.
      Citation: Assessment for Effective Intervention
      PubDate: 2020-09-10T09:20:15Z
      DOI: 10.1177/1534508420953894
       
  • Aspects of Technical Adequacy of an Early-Writing Measure for English
           Language Learners in Grades 1 to 3
    • Authors: R. Alex Smith, Erica S. Lembke
      Abstract: Assessment for Effective Intervention, Ahead of Print.
      This study examined the technical adequacy of Picture Word, a type of Writing Curriculum-Based Measurement, with 73 English learners (ELs) with beginning to intermediate English language proficiency in Grades 1, 2, and 3. The ELs in this study attended schools in one Midwestern school district employing an English-only model of instruction and spoke a variety of native languages. ELs completed two forms of Picture Word in the fall, winter, and spring. The criterion measure, a common English language proficiency assessment, was administered in the winter. Results indicated that Picture Word was not appropriate for the first-grade EL participants but showed promise for second- and third-grade ELs.
      Citation: Assessment for Effective Intervention
      PubDate: 2020-08-17T09:31:03Z
      DOI: 10.1177/1534508420947157
       
  • Relative Contribution of Verbal Working Memory and Attention to Child
           Language
    • Authors: Jason C. Chow, Eric Ekholm, Christine L. Bae
      Abstract: Assessment for Effective Intervention, Ahead of Print.
      It is common in intervention research to use measures of working memory either as an explanatory or control variable. This study examines the contribution of cognitive abilities, including verbal working memory (WM) and attention, to language performance in first- and second-grade children. We assessed children (N = 414) on two forms of verbal WM, one attention, and two standardized assessments of language. Scores from all three measures of cognitive abilities significantly predicted latent language (64% variance). Both verbal WM measures were stronger predictors of a latent language variable compared to attention. Exploratory analyses revealed differences in the role of cognitive variables to language subdomains. The findings deepen our understanding on the relative associations between verbal WM, attention, and language. We conclude that it is important to consider the language demands of tasks when making decisions about assessment of verbal WM, specifically in the context of intervention research in domains that require language.
      Citation: Assessment for Effective Intervention
      PubDate: 2020-08-04T10:14:01Z
      DOI: 10.1177/1534508420946361
       
  • A Comparison of Teacher and Student Ratings in a Self-Monitoring
           Intervention
    • Authors: Allison Bruhn, Sheila Barron, Bailey Copeland, Sara Estrapala, Ashley Rila, Joseph Wehby
      Abstract: Assessment for Effective Intervention, Ahead of Print.
      Self-monitoring interventions for students with challenging behavior are often teacher-managed rather than self-managed. Teachers direct these interventions by completing parallel monitoring procedures, providing feedback, and delivering contingent reinforcement to students when they monitor accurately. However, within self-monitoring interventions, the degree to which teachers and students agree in their assessment of students’ behavior is unknown. In this study, a self-monitoring intervention in which both teachers and students rated the students’ behavior, we analyzed 249 fixed interval ratings of behavior from 19 student/teacher pairs to determine the relationship between ratings within and across teacher/student pairs. We found a strong correlation overall (r =.91), although variability existed within individual pairs and student ratings tended to be higher than teacher ratings. We discuss implications for practice, limitations, and future directions.
      Citation: Assessment for Effective Intervention
      PubDate: 2020-08-04T10:13:59Z
      DOI: 10.1177/1534508420944231
       
  • Using Interactive E-Book User Log Variables to Track Reading Processes and
           Predict Digital Learning Outcomes
    • Authors: Dandan Yang, Elham Zargar, Ashley Marie Adams, Stephanie L. Day, Carol McDonald Connor
      Abstract: Assessment for Effective Intervention, Ahead of Print.
      Stealth assessment has been successfully embedded in educational games to measure students’ learning in an unobtrusive and supportive way. This study explored the possibility of applying stealth assessment in a digital reading platform and sought to identify potential in-system indicators of students’ digital learning outcomes. Utilizing the user log data from third- to fifth-grade students (n = 573) who read an interactive Word Knowledge E-Book, we examined various user log variables and their associations with word knowledge and strategic reading outcomes. Descriptive analysis provided a depiction of the real-time reading processes and behaviors in which students engaged while digitally reading. Multiple regression analysis with classroom fixed effects demonstrated that user log variables relevant to answering questions and making decisions (i.e., percentage of embedded questions answered correctly; number of attempts to answer the questions; and making implausible decisions) were significantly associated with students’ word knowledge and strategic reading outcomes. Variables indicating reading time and frequency, however, were not significantly associated with these outcomes. This study highlights the potential of interactive e-books as another digital learning environment to establish stealth assessment, which may allow researchers and educators to track students’ reading processes and predict reading outcomes while supporting digital learning.
      Citation: Assessment for Effective Intervention
      PubDate: 2020-07-27T10:20:42Z
      DOI: 10.1177/1534508420941935
       
  • Establishing a Reading Mindset Measure: A Validation Study
    • Authors: Jamie L. Tock, Jamie M. Quinn, Stephanie Al Otaiba, Yaacov Petscher, Jeanne Wanzek
      Abstract: Assessment for Effective Intervention, Ahead of Print.
      Much attention has been given to the development and validation of measures of growth mindset and its impact on learning, but the previous work has largely been focused on general measures of growth mindset. This research was focused on establishing the psychometric properties of a reading mindset (RM) measure among a sample of upper elementary school students and validating the measure through its relations with standardized measures of word reading and comprehension. The RM measure was developed to capture student’s beliefs about their ability, learning goals, and effort during reading. Item response theory was used to select items that optimally measured the RM measure from a pool of existing items from previous research. The final five-item RM measure predicted reading comprehension outcomes above and beyond the effects of word reading, indicating that this measure may be an important tool for diagnosing noncognitive areas of improvement for developing readers. The implications, limitations, and future directions for expanding upon the measure were discussed.
      Citation: Assessment for Effective Intervention
      PubDate: 2020-07-15T09:21:41Z
      DOI: 10.1177/1534508420936753
       
  • Development and Validation of the Minnesota Inference Assessment
    • Authors: Panayiota Kendeou, Kristen L. McMaster, Reese Butterfuss, Jasmine Kim, Susan Slater, Okan Bulut
      Abstract: Assessment for Effective Intervention, Ahead of Print.
      The overall aim of the current investigation was to develop and validate the initial version of the Minnesota Inference Assessment (MIA). MIA is a web-based measure of inference processes in K–2. MIA leverages the affordances of different media to evaluate inference processes in a nonreading context, using age-appropriate fiction and nonfiction videos coupled with questioning. We evaluated MIA’s technical adequacy in a proof-of-concept study. Taken together, the results support the interpretation that MIA shows promise as a valid and reliable measure of inferencing in a nonreading context for students in Grades K–2. Future directions involve further development of multiple, parallel forms that can be used for progress monitoring in K–2.
      Citation: Assessment for Effective Intervention
      PubDate: 2020-07-14T11:31:14Z
      DOI: 10.1177/1534508420937781
       
  • Addressing the Large Standard Error of Traditional CBM-R: Estimating the
           Conditional Standard Error of a Model-Based Estimate of CBM-R
    • Authors: Joseph F. T. Nese, Akihito Kamata
      Abstract: Assessment for Effective Intervention, Ahead of Print.
      Curriculum-based measurement of oral reading fluency (CBM-R) is widely used across the country as a quick measure of reading proficiency that also serves as a good predictor of comprehension and overall reading achievement, but has several practical and technical inadequacies, including a large standard error of measurement (SEM). Reducing the SEM of CBM-R scores has positive implications for educators using these measures to screen or monitor student growth. The purpose of this study was to compare the SEM of traditional CBM-R words correct per minute (WCPM) fluency scores and the conditional SEM (CSEM) of model-based WCPM estimates, particularly for students with or at risk of poor reading outcomes. We found (a) the average CSEM for the model-based WCPM estimates was substantially smaller than the reported SEMs of traditional CBM-R systems, especially for scores at/below the 25th percentile, and (b) a large proportion (84%) of sample scores, and an even larger proportion of scores at/below the 25th percentile (about 99%) had a smaller CSEM than the reported SEMs of traditional CBM-R systems.
      Citation: Assessment for Effective Intervention
      PubDate: 2020-07-02T11:30:27Z
      DOI: 10.1177/1534508420937801
       
  • SSIS Performance Screening Guide as an Indicator of Behavior and
           Academics: A Meta-Analysis
    • Authors: Jeremy R. Sullivan, Victor Villarreal, Evette Flores, Alyssa Gomez, Blaire Warren
      Abstract: Assessment for Effective Intervention, Ahead of Print.
      This article documents the results of a meta-analysis of available correlational validity evidence for the Social Skills Improvement System Performance Screening Guide (SSIS-PSG), which is a brief teacher-completed rating scale designed to be used as part of universal screening procedures. Article inclusion criteria included (a) published in English in a peer-reviewed journal, (b) administration of the PSG, and (c) provided validity evidence representative of the relationship between PSG scores and scores on related variables. Ten studies yielding 147 correlation coefficients met criteria for inclusion. Data were extracted following established procedures in validity generalization and meta-analytic research. Extracted coefficients were of the expected direction and magnitude with theoretically aligned constructs, thereby providing evidence of convergent validity (e.g., PSG Math and Reading items were most strongly correlated with academic performance and academic behavior variables, with effect sizes ranging from .708 to .740; PSG Prosocial Behavior and Motivation to Learn items were most strongly correlated with broadband externalizing/internalizing problems, with effect sizes ranging from −.706 to −.717), although Prosocial Behavior and Motivation to Learn were not as effective at discriminating among divergent constructs. These results generally support the utility of the PSG in correlating with academic and social/behavioral outcomes in the schools.
      Citation: Assessment for Effective Intervention
      PubDate: 2020-06-03T08:22:43Z
      DOI: 10.1177/1534508420926584
       
  • Structural Validity and Reliability of Social, Academic, and Emotional
           
    • Authors: Stephen P. Kilgus, Katie Eklund, Nathaniel P. von der Embse, Madison Weist, Alexandra J. Barber, Megan Kaul, Sophia Dodge
      Abstract: Assessment for Effective Intervention, Ahead of Print.
      The purpose of this study was to evaluate the structural validity, internal consistency, and measurement invariance of scores from the Social, Academic, and Emotional Behavior Risk Screener–Student Rating Scale (mySAEBRS), a student self-report universal screening tool. Participants included 24,094 K–12 students who completed the mySAEBRS. Confirmatory factor analyses (CFAs) supported the fit of a bifactor model, wherein each item corresponding to both a general factor (i.e., Total Behavior) and one of three narrow factors (i.e., Social Behavior, Academic Behavior, and Emotional Behavior). Such model fit was superior to that of alternative factor structures (i.e., unidimensional, correlated-factor, and higher order). A review of pattern coefficients suggested items were relatively split, with some items loading higher on the general factor and others loading higher on their narrow factor. A series of multigroup CFAs supported the configural and metric invariance of the bifactor model, while yielding less consistent support for scalar/threshold invariance. Omega reliability coefficients indicated each mySAEBRS scale was associated with acceptable internal consistency (>.70). However, when accounting for other factors, only the Total Behavior, Social Behavior, and Emotional Behavior scales demonstrated acceptable internal consistency (i.e.,>.50). Implications for practice and directions for future research are discussed.
      Citation: Assessment for Effective Intervention
      PubDate: 2020-03-04T09:00:43Z
      DOI: 10.1177/1534508420909527
       
  • 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
       
 
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