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Effects of Classwide Curriculum-based Measurement and Peer Tutoring: A Collaborative Researcher—Practitioner Interview Study

Phillips, Norris B ; Fuchs, Lynn S ; Fuchs, Douglas

Journal of learning disabilities, 1994-08, Vol.27 (7), p.420-434 [Peer Reviewed Journal]

London, England: SAGE Publications

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  • Title:
    Effects of Classwide Curriculum-based Measurement and Peer Tutoring: A Collaborative Researcher—Practitioner Interview Study
  • Author/Creator: Phillips, Norris B ; Fuchs, Lynn S ; Fuchs, Douglas
  • Publisher: London, England: SAGE Publications
  • Language: English
  • Subjects: Learning Disorders - rehabilitation ; Students ; Feedback ; Humans ; Middle Aged ; Educational Measurement ; Adult ; Curriculum ; Female ; Achievement ; Teaching - methods ; Communication disorders
  • Is Part Of: Journal of learning disabilities, 1994-08, Vol.27 (7), p.420-434
  • Description: Recent research and development has integrated computer-managed classwide curriculum-based measurement (CBM) and peer tutoring (PT) to help general educators adapt instruction to address the diverse needs of their students. The purpose of this study was to gain insight into the teachers' perspective on the advantages and disadvantages of these methods. Twenty general education teachers participating in a project that combined CBM and PT were interviewed regarding (a) ways in which the project had affected their students and their instruction, (b) their level of satisfaction with the project, and (c) shortcomings of the project. An unusual feature of this study was that in attempting to take advantage of the insider information possessed by the educators, we involved the teachers in developing the actual interview questions. Teachers specified a large number of academic, social, and instructional benefits of the methods, and they identified several weaknesses that should be addressed. Implications are discussed in terms of the development of other educational innovations and the use of CBM and PT in general education classrooms that include students with learning disabilities.
  • Identifier: ISSN: 0022-2194
    EISSN: 1538-4780
    DOI: 10.1177/002221949402700703
    PMID: 7930936