Subjects -> EDUCATION (Total: 2309 journals)
    - ADULT EDUCATION (24 journals)
    - COLLEGE AND ALUMNI (10 journals)
    - E-LEARNING (38 journals)
    - EDUCATION (1959 journals)
    - HIGHER EDUCATION (140 journals)
    - INTERNATIONAL EDUCATION PROGRAMS (4 journals)
    - ONLINE EDUCATION (42 journals)
    - SCHOOL ORGANIZATION (14 journals)
    - SPECIAL EDUCATION AND REHABILITATION (40 journals)
    - TEACHING METHODS AND CURRICULUM (38 journals)

EDUCATION (1959 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: 2)
(Pensamiento), (palabra) y obra     Open Access   (Followers: 3)
21. Yüzyılda Eğitim Ve Toplum Eğitim Bilimleri Ve Sosyal Araştırmalar Dergisi     Open Access   (Followers: 1)
21st Century Pedagogy     Open Access   (Followers: 7)
Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi     Open Access  
ABDIMAS ALTRUIS : Jurnal Pengabdian Kepada Masyarakat     Open Access  
Abdimas Toddopuli : Jurnal Pengabdian Pada Masyarakat     Open Access  
About Campus     Hybrid Journal   (Followers: 7)
Academic Medicine     Hybrid Journal   (Followers: 81)
Academic Psychiatry     Full-text available via subscription   (Followers: 27)
Academy of Management Learning and Education     Full-text available via subscription   (Followers: 66)
Acción y Reflexión Educativa     Open Access   (Followers: 136)
Accounting & Finance     Hybrid Journal   (Followers: 41)
Accounting Education: An International Journal     Hybrid Journal   (Followers: 16)
ACM Transactions on Computing Education (TOCE)     Hybrid Journal   (Followers: 12)
Acta Científica : Ciências Humanas     Open Access  
Acta Didactica Norge     Open Access   (Followers: 2)
Acta Educationis Generalis     Open Access   (Followers: 2)
Acta Paedagogica Vilnensia     Open Access  
Acta Scientiarum. Education     Open Access  
Action in Teacher Education     Hybrid Journal   (Followers: 84)
Action Learning: Research and Practice     Hybrid Journal   (Followers: 49)
Action Research     Hybrid Journal   (Followers: 48)
Active Learning in Higher Education     Hybrid Journal   (Followers: 224)
Actualidades Pedagógicas     Open Access  
Adelphi series     Hybrid Journal   (Followers: 13)
Administração Educacional     Open Access  
Administration & Society     Hybrid Journal   (Followers: 19)
Administrative Science Quarterly     Full-text available via subscription   (Followers: 187)
Adult Education Quarterly     Hybrid Journal   (Followers: 94)
Advanced Education     Open Access   (Followers: 24)
Advances in Arts, Social Sciences and Education Research     Open Access   (Followers: 22)
Advances in Building Education     Open Access   (Followers: 6)
Advances in Health Sciences Education     Hybrid Journal   (Followers: 38)
Advances in High Energy Physics     Open Access   (Followers: 27)
Advances in School Mental Health Promotion     Partially Free   (Followers: 13)
AERA Open     Open Access   (Followers: 11)
Africa Education Review     Hybrid Journal   (Followers: 26)
African Journal of Chemical Education     Open Access   (Followers: 6)
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: 14)
African Journal of Teacher Education     Open Access   (Followers: 4)
Agora     Full-text available via subscription   (Followers: 3)
AGORA Magazine     Open Access   (Followers: 2)
AIDS Education and Prevention     Full-text available via subscription   (Followers: 10)
Ainedidaktiikka     Open Access  
AKSIOMATIK : Jurnal Penelitian Pendidikan dan Pembelajaran Matematika     Open Access  
Al-Athfaal : Jurnal Ilmiah Pendidikan Anak Usia Dini     Open Access  
Al-Idarah : Jurnal Kependidikan Islam     Open Access  
Al-Jabar : Jurnal Pendidikan Matematika     Open Access  
Al-Mudarris : Journal of Education     Open Access   (Followers: 5)
Al-Tadris : Jurnal Pendidikan Bahasa Arab     Open Access  
Al-Tadzkiyyah : Jurnal Pendidikan Islam     Open Access   (Followers: 1)
Al-Tanzim : Jurnal Manajemen Pendidikan Islam     Open Access  
Al.Qadisiya journal for the Sciences of Physical Education     Open Access  
Alberta Journal of Educational Research     Full-text available via subscription   (Followers: 2)
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: 12)
Alteridad     Open Access  
Ambiente & Educação : Revista de Educação Ambiental     Open Access  
AMC Journal     Open Access   (Followers: 20)
American Annals of the Deaf     Full-text available via subscription   (Followers: 16)
American Educational Research Journal     Hybrid Journal   (Followers: 191)
American Journal of Business Education     Open Access   (Followers: 17)
American Journal of Distance Education     Hybrid Journal   (Followers: 32)
American Journal of Education     Full-text available via subscription   (Followers: 202)
American Journal of Educational Research     Open Access   (Followers: 63)
American Journal of Health Education     Hybrid Journal   (Followers: 36)
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   (Followers: 1)
ANALES de la Universidad Central del Ecuador     Open Access   (Followers: 1)
Anargya : Jurnal Ilmiah Pendidikan Matematika     Open Access  
Annales Universitatis Mariae Curie-Sklodowska, sectio N – Educatio Nova     Open Access  
Annali dell'Universita di Ferrara     Hybrid Journal  
Annals of Dyslexia     Hybrid Journal   (Followers: 10)
Annals of Modern Education     Full-text available via subscription   (Followers: 5)
Antistasis : An Open Educational Journal     Open Access   (Followers: 1)
Apertura. Revista de innovación educativa‏     Open Access   (Followers: 1)
Ápice : Revista de Educación Científica     Open Access  
Applied Environmental Education & Communication     Hybrid Journal   (Followers: 17)
Applied Measurement in Education     Hybrid Journal   (Followers: 11)
Aprender     Open Access  
AR-RIAYAH : Jurnal Pendidikan Dasar     Open Access  
Arabia     Open Access   (Followers: 1)
Arabiyat : Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban     Open Access  
Arabiyatuna : Jurnal Bahasa Arab     Open Access   (Followers: 1)
Archivos de Ciencias de la Educación     Open Access   (Followers: 1)
Arrancada     Open Access  
Ars Educandi     Open Access  
Art Design & Communication in Higher Education     Hybrid Journal   (Followers: 22)
Art Education     Hybrid Journal   (Followers: 2)
Arts and Humanities in Higher Education     Hybrid Journal   (Followers: 37)
Arts Education Policy Review     Hybrid Journal   (Followers: 4)
Artseduca : Revista electrónica de educación en las ARTES     Open Access  
ASHE Higher Education Reports     Hybrid Journal   (Followers: 22)
Asia Pacific Education Review     Hybrid Journal   (Followers: 13)
Asia Pacific Journal of Education     Hybrid Journal   (Followers: 25)
Asia-Pacific Education Researcher     Hybrid Journal   (Followers: 17)
Asia-Pacific Journal of Teacher Education     Hybrid Journal   (Followers: 30)
Asia-Pacific Science Education     Open Access   (Followers: 3)
Asian Association of Open Universities Journal     Open Access   (Followers: 2)
Asian Education and Development Studies     Hybrid Journal   (Followers: 5)
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: 17)
Asian Journal of Legal Education     Full-text available via subscription   (Followers: 3)
Asian-Pacific Journal of Second and Foreign Language Education     Open Access   (Followers: 9)
ASp     Open Access  
Assessing Writing     Hybrid Journal   (Followers: 18)
Assessment & Evaluation in Higher Education     Hybrid Journal   (Followers: 166)
Assessment for Effective Intervention     Hybrid Journal   (Followers: 14)
Assessment in Education: Principles, Policy & Practice     Hybrid Journal   (Followers: 46)
Assessment Update     Hybrid Journal   (Followers: 5)
AStA Wirtschafts- und Sozialstatistisches Archiv     Hybrid Journal   (Followers: 3)
At-Ta'dib Jurnal Kependidikan Islam     Open Access   (Followers: 1)
At-Taqaddum     Open Access  
At-Turats     Open Access  
ATENA Didaktik     Open Access  
Athenea Digital     Open Access  
ATIKAN : Jurnal Kajian Pendidikan (Journal of Educational Studies)     Open Access  
Aula Abierta     Open Access  
Aula de Encuentro     Open Access  
Australasian Journal of Educational Technology     Open Access   (Followers: 19)
Australasian Journal of Engineering Education     Hybrid Journal   (Followers: 3)
Australasian Journal of Gifted Education     Full-text available via subscription   (Followers: 5)
Australasian Marketing Journal (AMJ)     Hybrid Journal   (Followers: 4)
Australian Art Education     Full-text available via subscription   (Followers: 7)
Australian Educational Researcher     Hybrid Journal   (Followers: 29)
Australian Journal of Adult Learning     Full-text available via subscription   (Followers: 15)
Australian Journal of Career Development     Hybrid Journal   (Followers: 6)
Australian Journal of Dyslexia and Other Learning Difficulties     Full-text available via subscription   (Followers: 10)
Australian Journal of Education     Hybrid Journal   (Followers: 54)
Australian Journal of Environmental Education     Full-text available via subscription   (Followers: 10)
Australian Journal of Indigenous Education, The     Full-text available via subscription   (Followers: 13)
Australian Journal of Learning Difficulties     Hybrid Journal   (Followers: 11)
Australian Journal of Music Education     Full-text available via subscription   (Followers: 7)
Australian Journal of Public Administration     Hybrid Journal   (Followers: 222)
Australian Journal of Teacher Education     Open Access   (Followers: 36)
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     Full-text available via subscription   (Followers: 2)
Australian TAFE Teacher     Full-text available via subscription   (Followers: 5)
Australian Universities' Review, The     Full-text available via subscription   (Followers: 4)
Autism     Hybrid Journal   (Followers: 207)
Avaliação : Revista da Avaliação da Educação Superior (Campinas)     Open Access  
Azalea: Journal of Korean Literature & Culture     Full-text available via subscription   (Followers: 3)
Baltic Journal of Career Education and Management     Open Access   (Followers: 1)
Barn : Forskning om barn og barndom i Norden     Open Access  
Basastra : Jurnal Bahasa, Sastra, dan Pengajarannya     Open Access  
BC TEAL Journal     Open Access  
Becoming : Journal of the Georgia Middle School Association     Open Access   (Followers: 1)
Behavioural Sciences Undergraduate Journal     Open Access   (Followers: 3)
Beijing International Review of Education     Full-text available via subscription   (Followers: 1)
BELAJEA : Jurnal Pendidikan Islam     Open Access  
BELIA : Early Childhood Education Papers     Open Access   (Followers: 9)
Berkeley Review of Education     Open Access   (Followers: 11)
Beyond Behavior     Hybrid Journal   (Followers: 3)
Biblioteca Escolar em Revista     Open Access  
Biblioteka i Edukacja     Open Access   (Followers: 5)
Bio-Lectura     Open Access  
BIODIK : Jurnal Ilmiah Pendidikan Biologi     Open Access  
Bioeduca : Journal of Biology Education     Open Access   (Followers: 1)
Bioeduscience     Open Access   (Followers: 2)
Bioma : Jurnal Ilmiah Biologi     Open Access  
Biomedical Engineering Education     Hybrid Journal   (Followers: 1)
Biosaintifika : Journal of Biology & Biology Education     Open Access   (Followers: 1)
Biosfer : Jurnal Biologi dan Pendidikan Biologi     Open Access  
Biosfer : Jurnal Tadris Biologi     Open Access  
BISE : Jurnal Pendidikan Bisnis dan Ekonomi     Open Access  
Biuletyn Historii Wychowania     Open Access  
BMC Journal of Scientific Research     Open Access   (Followers: 6)
BMC Medical Education     Open Access   (Followers: 50)
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  
British (Jurnal Bahasa dan Sastra Inggris)     Open Access  
British Educational Research Journal     Hybrid Journal   (Followers: 205)
British Journal of Educational Studies     Hybrid Journal   (Followers: 160)
British Journal of Educational Technology     Hybrid Journal   (Followers: 102)
British Journal of Music Education     Hybrid Journal   (Followers: 19)
British Journal of Religious Education     Hybrid Journal   (Followers: 9)
British Journal of Sociology of Education     Hybrid Journal   (Followers: 67)
British Journal of Special Education     Hybrid Journal   (Followers: 52)
British Journal of Visual Impairment     Hybrid Journal   (Followers: 10)
Brock Education : A Journal of Educational Research and Practice     Open Access   (Followers: 1)
Brookings Trade Forum     Full-text available via subscription   (Followers: 4)
Buckingham Journal of Education     Open Access   (Followers: 3)
Bulletin De L' Association Thaïlandaise Des Professeurs de Français     Open Access  
Caderno Brasileiro de Ensino de Física     Open Access  
Caderno de Educação     Open Access  
Caderno Intersaberes     Open Access  
Cadernos de Educação     Open Access  
Cadernos de Estudos e Pesquisa na Educação Básica     Open Access  
Cadernos de Pesquisa em Educação     Open Access  
Cadmo     Full-text available via subscription  
Cahiers de la recherche sur l'éducation et les savoirs     Open Access   (Followers: 3)

        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: 14  
 
  Hybrid Journal Hybrid journal (It can contain Open Access articles)
ISSN (Print) 1534-5084 - ISSN (Online) 1938-7458
Published by Sage Publications Homepage  [1176 journals]
  • Using Audio Recordings to Reliably and Efficiently Observe Teacher
           Behavior Related to Explicit Instruction

    • Free pre-print version: Loading...

      Authors: Lisa Didion, Marissa J. Filderman, Greg Roberts, Sarah A. Benz, Cassandra L. Olmstead
      Abstract: Assessment for Effective Intervention, Ahead of Print.
      Rubric-based observations of pre- and inservice teachers are common practice in schools. Popular observation tools often result in minimal variation in ratings between teachers, require extensive training and time demands for raters, and provide minimal feedback for professional development. Alternatively, direct observation methods are evidenced to effectively measure instructional behaviors. Applying direct observation to audio recordings would produce quantitative scores and provide valuable feedback to teachers about their instruction. As such, the purpose of the present pilot study was to examine the reliability and efficiency of using audio recordings to measure practices related to explicit instruction. Fleiss’s kappa was modeled to determine the reliability of multiple raters. Regression and correlation examined the strength and direction of the relationship between the full length of a teacher’s lesson and the first 20 min of the lesson. Results indicate that using audio recordings is reliable with kappas ranging from .45 to .80. Based on regression analyses, the first 20 min of a teacher’s lesson is predictive of the rates of behaviors observed in a full lesson. Correlations suggest large, positive relationships between rates of behaviors in the first 20 min and the full lesson. Recommendations for future studies of audio-recorded observations and progress monitoring teacher behavior are discussed.
      Citation: Assessment for Effective Intervention
      PubDate: 2023-02-03T07:28:28Z
      DOI: 10.1177/15345084221148202
       
  • Predictors of Accessibility Tool Use on a Low-Stakes Computer-Based Math
           Test

    • Free pre-print version: Loading...

      Authors: Sara E. Witmer, Emily C. Bouck
      Abstract: Assessment for Effective Intervention, Ahead of Print.
      One perceived advantage of computer-based testing is that accessibility tools can be embedded within the testing format, allowing students with disabilities to use them when necessary to remove unique barriers within testing. However, an important assumption is that students activate and use the tools when needed. Initial data from large-scale computer-based testing suggest many students with disabilities are not using them; information is needed to understand why. Both computer skills and motivation are likely necessary for students to use accessibility tools; therefore, we explored whether prior computer use, math motivation, and test motivation predicted accessibility tool use on a national math test. We further explored the relationship between accessibility tool use and test performance. Accessibility tool use was relatively infrequent. Test motivation was weakly associated with text-to-speech use. Use of eliminate choice and scratchwork tools were weakly associated with performance. When combined with related empirical work, findings suggest a potential need to improve student test motivation and corresponding use of accessibility tools to improve validity of low-stakes test scores. However, given the weak relationships identified between tool use and performance, evidence-based math interventions are anticipated to be more helpful for improving math performance than mere promotion of accessibility tool use.
      Citation: Assessment for Effective Intervention
      PubDate: 2023-01-30T05:39:11Z
      DOI: 10.1177/15345084231152477
       
  • Validating a Brief Student Distress Measure For Schoolwide Wellness
           Surveillance

    • Free pre-print version: Loading...

      Authors: Erin Dowdy, Michael J. Furlong, Karen Nylund-Gibson, Dina Arch, Tameisha Hinton, Delwin Carter
      Abstract: Assessment for Effective Intervention, Ahead of Print.
      The original Social Emotional Distress Survey–Secondary (SEDS-S) assesses adolescents’ past month’s experiences of psychological distress. Given the continued need for and use of brief measures of student social-emotional distress, this study examined a five-item version (SEDS-S-Brief) to evaluate its use for surveillance of adolescents’ wellness in schools. Three samples completed the SEDS-S-Brief. Sample 1 included a cross-sectional sample of 105,771 students from 113 California secondary schools; responses were used to examine validity evidence based on internal structure. Sample 2 included 10,770 secondary students who also completed the Social Emotional Health Survey-Secondary-2020, Mental Health Continuum–Short Form, Multidimensional Student Life Satisfaction Scale, and selected Youth Risk Behavior Surveillance items (chronic sadness and suicidal ideation). Sample 2 responses examined validity evidence based on relations to other variables. Sample 3 included 773 secondary students who completed the SEDS-S-Brief annually for 3 years, providing response stability coefficients. The SEDS-S-Brief was invariant across students based on sex, grade level, and Latinx status, supporting its use across diverse groups in schools. Additional analyses indicated moderate to strong convergent and discriminant validity characteristics and 1- and 2-year temporal stability. The findings advance the field toward comprehensive mental health surveillance practices to inform services for youth in schools.
      Citation: Assessment for Effective Intervention
      PubDate: 2022-11-23T09:14:28Z
      DOI: 10.1177/15345084221138947
       
  • Weekly Versus Intermittent Progress Monitoring in Mathematics: A
           Conceptual Replication and Pilot Study

    • Free pre-print version: Loading...

      Authors: Erica N. Mason, Erica S. Lembke
      Abstract: Assessment for Effective Intervention, Ahead of Print.
      Replication studies in special education are necessary to strengthen the foundation upon which instruction and intervention for students with disabilities are built. J. Jenkins et al. (2017) found intermittent reading fluency progress monitoring schedules did not delay decision-making and were similar in decision-making accuracy to the traditional weekly progress monitoring schedule. Results of the current pilot study, although underpowered, conceptually replicated the original claims and extended their work by investigating their questions in the area of mathematics computation. Implications for research and practice are shared.
      Citation: Assessment for Effective Intervention
      PubDate: 2022-11-03T12:17:52Z
      DOI: 10.1177/15345084221133730
       
  • A Comparison of Reading Screeners in Kindergarten: The Texas Primary
           Reading Inventory and Acadience Reading With English Learners and
           Monolingual English Speakers

    • Free pre-print version: Loading...

      Authors: Milena A. Keller-Margulis, Michael Matta, Lindsey Landry Pierce, Katherine Zopatti, Erin K. Reid, G. Thomas Schanding
      Abstract: Assessment for Effective Intervention, Ahead of Print.
      Measuring and identifying risk for reading difficulties at the kindergarten level is necessary for providing intervention as early as possible. The purpose of this study was to examine concurrent validity evidence of two kindergarten reading screeners, Acadience Reading and Texas Primary Reading Inventory (TPRI), as well as diagnostic accuracy at different performance levels on the Woodcock-Johnson IV (WJ-IV) Reading Cluster and across (n = 96) emergent bilingual and monolingual English learners in kindergarten. Findings indicated moderate correlations between Acadience Reading and TPRI with the WJ-IV. Diagnostic accuracy results showed screening measures were inadequate when predicting WJ IV performance above 90 SS (standard score), but results improved for almost all measures and student groups when the threshold for performance was lowered to 80 SS. Acadience Reading Below Benchmark (AR BB) offered the lowest overall accuracy for emerging bilingual (EB) students. Implications for efficient and accurate use of reading screeners in schools are discussed.
      Citation: Assessment for Effective Intervention
      PubDate: 2022-11-03T06:03:39Z
      DOI: 10.1177/15345084221133559
       
  • Measuring Classroom Management in Secondary Settings: Ongoing Validation
           of the Direct Behavior Rating-Classroom Management

    • Free pre-print version: Loading...

      Authors: Wesley A. Sims, Rondy Yu, Kathleen R. King, Danielle Zahn, Nina Mandracchia, Elissa Monteiro, Melissa Klaib
      Abstract: Assessment for Effective Intervention, Ahead of Print.
      Classroom management (CM) practices have a well-established, intuitive, and empirical connection with student academic, social, emotional, and behavioral outcomes. CM, defined as educator practices used to create supportive classroom environments, may be the implementation factor that is most impactful of the universal Tier I supports. Recognizing the importance of CM and existing deficiencies in pre- and in-service training for teachers, schools are increasingly turning to data-driven professional development activities as a solution. The current study continues the validation process of the Direct Behavior Rating-Classroom Management (DBR-CM), an efficient and flexible measure of teacher CM practices in secondary school settings. Data were collected from 140 middle and high school classrooms. Results found DBR-CM scores to be significantly correlated with several scores on concurrently completed measures of CM, including those that rely on systematic direct observation and rating scales. Findings continue the accumulation of validity evidence to address extrapolation, generalization, and theory-based inferences underlying the interpretation and intended uses of the DBR-CM. Results are promising and build on previous DBR-CM validation work. Limitations and implications are discussed.
      Citation: Assessment for Effective Intervention
      PubDate: 2022-08-26T06:02:48Z
      DOI: 10.1177/15345084221118316
       
  • Examining Teachers’ Culturally Responsive Classroom Management
           Self-Efficacy

    • Free pre-print version: Loading...

      Authors: María Reina Santiago-Rosario, Kent McIntosh, Sara A. Whitcomb
      Abstract: Assessment for Effective Intervention, Ahead of Print.
      This study examined teachers’ (N = 33; K-6) self-reports from the Culturally Responsive Classroom Management Self-Efficacy Scale (CRCMSE) in relation to observed classroom management practices (praise, opportunities to respond, and reprimands) and classroom level student outcomes (correct academic responses, disruptive behavior, and office discipline referrals). Additionally, we explored the relation between CRCMSE ratings, observed classroom management practices, and racial equity in school discipline. Results showed that on average, teachers rated their culturally responsive competencies moderately high. There were no significant associations between CRCMSE ratings and observed classroom practices or racial equity in discipline. However, the delivery of praise statements was strongly associated with racial equity. Possible implications for measuring cultural responsiveness using self-report are also discussed.
      Citation: Assessment for Effective Intervention
      PubDate: 2022-08-16T11:58:32Z
      DOI: 10.1177/15345084221118090
       
  • Skill Performance Assessment for Kindergarten Reading Screening Measures:
           Pilot Study

    • Free pre-print version: Loading...

      Authors: Breda V. O’Keeffe, Kaitlin Bundock, Kristin Kladis, Kat Nelson
      First page: 67
      Abstract: Assessment for Effective Intervention, Ahead of Print.
      Kindergarten reading screening measures typically identify many students as at-risk who later meet criteria on important outcome measures (i.e., false positives). To address this issue, we evaluated a gated screening process that included accelerated progress monitoring, followed by a simple goal/reward procedure (skill vs. performance assessment, SPA) to distinguish between skill and performance difficulties on Phoneme Segmentation Fluency (PSF) and Nonsense Word Fluency (NWF) in a multiple baseline across students design. Nine kindergarten students scored below benchmark on PSF and/or NWF at the Middle of Year benchmark assessment. Across students and skills (n = 13 panels of the study), nine met/exceeded benchmark during baseline (suggesting additional exposure to the assessments was adequate), two exceeded benchmark during goal/reward procedures (suggesting adding a motivation component was adequate), and two required extended exposure to goal/reward or skill-based review to exceed the benchmark. Across panels of the baseline, 12 of 13 skills were at/above the End-of-Year benchmark on PSF and/or NWF, suggesting lower risk than predicted by Middle-of-Year screening. Due to increasing baseline responding, experimental control was limited; however, these results suggest that simple progress monitoring may help reduce false positives after screening. Future research on this hypothesis is needed.
      Citation: Assessment for Effective Intervention
      PubDate: 2022-05-04T05:27:00Z
      DOI: 10.1177/15345084221091173
       
  • An Evaluation of the Validity of Growth on Two Computer Adaptive Tests to
           Predict Performance on End-of-Year Achievement Tests using Quantile
           Regression

    • Free pre-print version: Loading...

      Authors: Ethan R. Van Norman, Emily R. Forcht
      First page: 80
      Abstract: Assessment for Effective Intervention, Ahead of Print.
      This study explored the validity of growth on two computer adaptive tests, Star Reading and Star Math, in explaining performance on an end-of-year achievement test for a sample of students in Grades 3 through 6. Results from quantile regression analyses indicate that growth on Star Reading explained a statistically significant amount of variance in performance on end-of-year tests after controlling for baseline performance in all grades. In Grades 3 through 5, the relationship between growth on Star Reading and the end-of-year test was stronger among students who scored higher on the end-of-year test. In math, Star Math explained a statistically significant amount of variance in end-of-year scores after statistically controlling for baseline performance in all grades. The strength of the relationship did not differ among students who scored lower or higher on the end-of-year test across grades.
      Citation: Assessment for Effective Intervention
      PubDate: 2022-06-06T10:50:28Z
      DOI: 10.1177/15345084221100421
       
  • Development of a Brief Measure for MTSS Sustainability

    • Free pre-print version: Loading...

      Authors: Michael W. Bahr, Mary Edwin, Kara A. Long
      First page: 90
      Abstract: Assessment for Effective Intervention, Ahead of Print.
      This study focused on the development of the Multi-Tiered Systems of Support–Sustainability Scale (MTSS-SS). Review of the literature identified factors associated with sustainability for multi-tiered systems of support (MTSS), and it indicated few sustainability measures currently exist for practitioners and researchers to incorporate into MTSS program evaluation. This study endeavored to create a brief measure of MTSS sustainability that could be used for evaluation in research and practice by school interventionists. Study participants included a national sample of 598 school counselors and school psychologists who worked as interventionists in schools using MTSS. This group completed the 10-item MTSS-SS. Outcomes from content validity ratings, principal axis factoring, internal consistency reliability analyses, and construct validity with known groups indicated the MTSS-SS possessed initial evidence of psychometric adequacy when used by interventionists from the disciplines of school counseling or school psychology. Discussion focuses on the use of the MTSS-SS, need for further development, and study limitations.
      Citation: Assessment for Effective Intervention
      PubDate: 2022-09-02T10:12:22Z
      DOI: 10.1177/15345084221119418
       
  • A Teacher Self-Assessment of Culturally Relevant Practice to Inform
           Educator Professional Development Decisions in MTSS Contexts

    • Free pre-print version: Loading...

      Authors: Lindsay M. Fallon, Sadie C. Cathcart, Austin H. Johnson, Takuya Minami, Breda V. O’Keeffe, Emily R. DeFouw, George Sugai
      First page: 100
      Abstract: Assessment for Effective Intervention, Ahead of Print.
      When students require support to improve outcomes in a variety of domains, educators provide youth with school-based intervention. When educators require support to improve their professional practice, school leaders and support personnel (e.g., school psychologists) provide teachers with professional development (PD), consultation, and coaching. This multi-study article describes how the Assessment of Culturally and Contextually Relevant Supports (ACCReS) was developed with the purpose of assessment driving intervention for teachers in need of support to engage in culturally responsive practice. Items for the ACCReS were created via a multi-step process including review by both expert and practitioner panels. Then, results of an exploratory factor analysis with a national sample of teachers (N = 500) in Study 1 yielded three subscales. A confirmatory factor analysis conducted with a separate sample of teachers (N = 400) in Study 2 produced adequate model fit. In Study 3, analyses with another final sample of teachers (N = 99) indicated preliminary evidence of convergent validity between the ACCReS and two measures of teacher self-efficacy of culturally responsive practice. Data from the ACCReS can shape the content of educator intervention (e.g., PD) and promote more equitable student outcomes for youth.
      Citation: Assessment for Effective Intervention
      PubDate: 2022-08-08T06:53:22Z
      DOI: 10.1177/15345084221111338
       
  • Convergence Between Teacher Self-Report and School Administrator
           Observation Ratings Using the Classroom Strategies Assessment System

    • Free pre-print version: Loading...

      Authors: Nicole B. Wiggs, Linda A. Reddy, Ryan Kettler, Anh Hua, Christopher Dudek, Adam Lekwa, Briana Bronstein
      First page: 113
      Abstract: Assessment for Effective Intervention, Ahead of Print.
      The Classroom Strategies Assessment System (CSAS) is a multi-rater, multi-method (direct observation and rating scale methodology) assessment of teachers’ use of research-based instructional and behavior management strategies. The present study investigated the association between teacher self-report and school administrator ratings using the CSAS Teacher (CSAS-T) and Observer (CSAS-O) Forms in 15 high-poverty charter schools. The CSAS-T and CSAS-O were designed to be used concurrently as a valid formative assessment of teacher practice. Findings include small, but statistically significant correlations between the CSAS-T and CSAS-O. Analysis of a multi-trait–multi-method (MTMM) matrix found teachers and observers to be measuring different constructs. No mean score differences were found between teacher self-reported instruction and behavior management strategy use compared with school administrators’ observed ratings. Furthermore, school administrators and teachers have similar ratings of overall effectiveness, with the majority of teachers in the sample being rated at or above effective. Overall, findings offer support for using the CSAS-O and CSAS-T for guiding professional development conversations.
      Citation: Assessment for Effective Intervention
      PubDate: 2022-07-29T10:31:24Z
      DOI: 10.1177/15345084221112858
       
 
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