The response in response to intervention: Evaluating the utility of assessing maintenance of intervention effects

Extensive evidence exists demonstrating the utility of Curriculum‐Based Measurement in reading (R‐CBM) for progress‐monitoring purposes; however, most studies have evaluated R‐CBM from a traditional psychometric perspective, which allows for variability in individual student's data that is not a function of increased skills (i.e., measurement error) to be ignored. Although measurement error can be ignored when the level of interest is at the group level, it is difficult to ignore at the individual‐child level when evaluating intervention effectiveness. To account for measurement error, it is recommended that R‐CBM data be collected twice weekly for 10 weeks before making decisions regarding intervention effectiveness. Waiting 10 weeks to learn that an intervention is ineffective is troublesome. The current study explores maintenance of intervention effects as a supplemental procedure to R‐CBM progress‐monitoring procedures. Data from 4 students suggest that maintenance data might be valuable in the early termination of ineffective interventions. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 713–725, 2006.     

Clay-Based Modeling in the Anatomist's Toolkit: A Systematic Review

Anatomical education has suffered from reduced teaching time and poor availability of staff and resources over the past thirty years. Clay-based modeling (CBM) is an alternative technique for teaching anatomy that can improve student knowledge and experience. This systematic review aimed to summarize and appraise the quality of the literature describing the uses, advantages, and limitations of CBM compared to alternative methods of teaching human gross anatomy to students or qualified healthcare professionals. A systematic search of Embase, MEDLINE, Scopus, and Web of Science databases was conducted, and the Medical Education Research Quality Instrument (MERSQI) was used to assess study quality. Out of the 829 studies identified, 12 papers met the inclusion criteria and were eligible for this review. The studies were of high quality, with a mean MERSQI score of 11.50/18. Clay-based modeling can be used to teach all gross anatomical regions, and 11 studies demonstrated a significant improvement in short-term knowledge gain in students who used CBM in comparison to other methods of learning anatomy. Eight studies that included subjective assessment showed that CBM is rated highly. However, some studies showed that students viewed CBM as juvenile and experienced difficulty making the models. Additionally, there is no evidence to suggest that CBM improves long-term knowledge. Clay-based modeling is an effective learning method for human gross anatomy and should be incorporated into the anatomists' toolkit. In the future, more randomized controlled studies with transparent study designs investigating the long-term impact of CBM are needed.     

Curriculum-Based Measurement progress data: Effects of graph pattern on ease of interpretation

Curriculum-Based Measurement (CBM) is a system for monitoring the progress of and evaluating instructional program effectiveness for students with learning difficulties. Although a large amount of research has been conducted on CBM, little has focused on the interpretation and use of the data for instructional decision-making, despite the fact that it is data use that leads to performance gains. In this study, we examine factors affecting the interpretation of CBM data. Specifically, we examine the effect of CBM graph patterns on ease of graph interpretation. Thirty college/university students completed a two-part study in which they viewed various slope-to-goal and slope-to-slope patterns of CBM-graphed data and answered decision-making questions. Response times and accuracy were measured. Results revealed that graph patterns differed in terms of ease of interpretation. Differences depended on the type of question. Implications for interpretation and use of CBM data for decision-making are discussed.     

Sources of variance in curriculum‐based measures of silent reading

Curriculum‐Based Measurement silent reading (CBM‐SR) items have been found to be reliable and valid for measuring reading comprehension skills This generalizability study reports the findings from administration of three CBM‐SR passages to fifth through eighth grade students in one school district. Using Repeated Measures Analyses of Variance (RMANOVA) procedures, the statistical probability of performance on the CBM‐SR task as a differential indicator of reading comprehension skill was found to be significant among students in different grade levels and between students who did and did not receive special education services. Follow‐up analyses were conducted using generalizability theory to estimate the amount of variance in CBM‐SR scores from individual score differences, grade levels, and special education status. The results indicated that on two of the passages, variability in CBM‐SR scores came primarily from grade level differences in scores on the tasks, while on the third passage, the differences were most attributable to individual differences in scores, regardless of grade level or special education services. Implications for the use of CBM‐SR items for routine assessment of students' reading skills are discussed. © 2003 Wiley Periodicals, Inc. Psychol Schs 40: 363–377, 2003.     

FORMATIVE,INFORMATIVE, AND SUMMATIVE ASSESSMENT: THE RELATIONSHIP AMONG CURRICULUM‐BASED MEASUREMENT OF READING,CLASSROOM ENGAGEMENT,AND READING PERFORMANCE

This study explored the relationships among formative curriculum‐based measures of reading (CBM‐R), student engagement as an extra‐academic indicator of student motivation, and summative performance on a high‐stakes reading assessment. A diverse sample of third‐, fourth‐, and fifth‐grade students and their teachers responded to questionnaires about student engagement in academic tasks. These questionnaires were collected about the same time as fall CBM‐R oral reading fluency and maze screening tasks. Results indicated that fall student and teacher reports of engagement and a composite score of reading competence derived from CBM‐R screening tests uniquely predicted student performance on year‐end standardized reading tests. Profile analyses indicated that student engagement was associated with better reading performance among students with low competence, suggesting that engagement may be particularly important for increasing student performance for struggling readers. Implications for interventions targeting both student motivation, as well as reading skill development, are discussed.     

我国高校学生评教实践的若干误区

学生评教在历史上就是保障高校教学质量的重要手段之一,目前在我国高校也得到了广泛使用。但是从使用现状来看,我国对学生评教制度及其功能的理解与使用显然存在偏颇。主要表现为：错误理解学生评教制度的本质属性,经常把学生评教结果和教师教学效果混为一谈,没有发挥学生评教对教师专业发展促进作用的真正功能,容易把学生评教结果的有限管理功能无限地扩大化等。     

Living with dyslexia

This study facilitates the use of Curriculum-Based Measurement (CBM) to investigate the effect of short vowels on oral reading fluency (ORF) and silent reading comprehension in Arabic orthography. A total sample of 131 fifth-grade students (89 skilled readers and 42 poor readers) participated in the study. Two kinds of CBM probes were administered: CBM ORF and CBM Maze. Nine texts of each kind were presented in three reading conditions: fully vowelized, partially vowelized and unvowelized. Results indicated that CBM ORF and CBM Maze tests distinguished between skilled and poor readers in all vowelization conditions. In addition, vowels were a good facilitator of oral reading fluency and silent reading comprehension for both types of readers. Implications and suggestions for future research are discussed in this study as well.     

Using Oral Reading Rate to Predict Student Performance on Statewide Achievement Tests

In this study, a curriculum-based measurement (CBM) of reading aloud from narrative passages was used to predict performance on statewide achievement tests in reading and math. Scores on multiple-choice reading and math achievement tests were moderately correlated with scores on rate measures during the same year and rate measures administered 1 year previously. The results provide initial support for use of timed oral readings to predict students' performance on statewide achievement tests. Usefulness of CBM in monitoring students' progress toward preestablished benchmarks is supported, as well as the stability of the measures over time. Results are interpreted as a new application of research conducted on CBM during the past 2 decades.

In this study, a curriculum-based measurement (CBM) of reading aloud from narrative passages was used to predict performance on statewide achievement tests in reading and math. Scores on multiple-choice reading and math achievement tests were moderately correlated with scores on rate measures during the same year and rate measures administered 1 year previously. The results provide initial support for use of timed oral readings to predict students' performance on statewide achievement tests. Usefulness of CBM in monitoring students' progress toward preestablished benchmarks is supported, as well as the stability of the measures over time. Results are interpreted as a new application of research conducted on CBM during the past 2 decades.     

Applying case-based method in designing self-directed online instruction: a formative research study

This study investigated the case-based method (CBM) instructional-design theory and its application in designing self-directed online instruction. The purpose of this study was to validate and refine the theory for a self-directed online instruction context. Guided by formative research methodology, this study first developed an online tutorial based on 13 design assumptions synthesized from the CBM literature. The researchers then formatively evaluated the online tutorial as a design instance of CBM through two iterations of design, evaluation, and revision. The major findings included: (1) perceived value of various CBM design features, (2) benefits and limitations of applying CBM in the tutorial design, and (3) validation and revision of a set of generic and context-specific CBM design assumptions. These findings extend our understanding of CBM to the context of self-directed online instruction and provide useful insights and practical guidance to inform instructional design practices.     

Quality of life,the development of competence and higher education

As a basis for considering the types of third level education and research activity that are required, research into the quality of life, social and civic attitudes, the components of competence, and the effectiveness of the educational system is first summarized.It is concluded that there is no shortage of jobs to be done by hands which are-currently idle in our society, but, if the necessary work is to be undertaken, new understandings of society, economics, wealth, public policy and democracy are required. Both the managers of our society, and citizens in general, need to develop new perceptions, expectations, understandings and patterns of competence. It is concluded that the role of the university must change radically. One possibility would be for it to come to see itself, first and foremost, as a producer of new concepts and understandings and new tools to administer, and provide accountability within, modern society. If this were to happen, it would function only secondarily, in a very much reduced role, as a provider of highly specialised knowledge. Other institutions would take over the competencepromoting functions which second and third level educational institutions currently neglect. Although there is an urgent need for a major programme of adult education, that need might best be met by other educational agencies.     

Effects of curriculum-based measurement on teachers' instructional planning

This study assessed the effects of curriculum-based measurement (CBM) on teachers' instructional planning. Subjects were 30 teachers, assigned randomly to a computer-assisted CBM group, a noncomputer CBM group, and a contrast group. In the CBM groups, teachers specified 15-week reading goals, established CBM systems to measure student progress toward goals at least twice weekly, and systematically evaluated those data bases to determine when instructional modifications were necessary. Contrast teachers monitored student progress toward Individualized Education Program (IEP) goals as they wished and were encouraged to develop instructional programs as necessary. At the end of a 12- to 15-week implementation period, teachers completed a questionnaire with reference to one randomly selected pupil. Analyses of variance indicated no difference between the CBM groups. However, compared to the contrast group, CBM teachers (a) used more specific, acceptable goals; (b) were less optimistic about goal attainment; (c) cited more objective and frequent data sources for determining the adequacy of student progress and for deciding whether program modifications were necessary; and (d) modified student programs more frequently. Questionnaire responses were correlated with verifiable data sources, and results generally supported the usefulness of the self-report information. Implications for special education research and practice are discussed.     

作为方法的"市场"

市场机制在教育中正发挥着巨大的影响作用。其原因何在?市场机制被寄予了何等期待，并在实际中产生了怎样的效果?为回答这样的问题，本论文对其在教育体系的历史性发展过程，和现代社会的教育背景中所产生的作用进行了分析。由此得出了如下的结论，即市场机制的导人，不仅是作为解决政府资金的不足的手段，而且是被作为寻求出对教育的多样化的要求，和尝试多样的革新的政策手段。     

Curriculum-based measurement and two models of follow-up consultation

This investigation focused on the effects of two independent variables: (a) teacher-developed goals and monitoring systems versus a curriculum-based measurement (CBM) goal and monitoring system; and (b) individual expert versus group follow-up consultation. The dependent data were academic achievement measures. Subjects were 55 special education, elementary school students with mild and moderate disabilities randomly assigned to one of four treatment conditions: A, teacher-developed goal and progress monitoring with individual expert follow-up consultation; B, CBM goal and progress monitoring with individual expert follow-up consultation; C, teacher-developed goal and progress monitoring with group follow-up consultation; and D, CBM goal and progress monitoring with group follow-up consultation. Results showed that groups employing CBM and group consultation generally out-performed the other groups. Implications included expanded use of CBM goals and progress monitoring and continued study of collaboration as a method of CBM program implementation.     

Criterion‐related validity of two curriculum‐based measures of mathematical skill in relation to reading comprehension in secondary students

This study analyzed the relationship between benchmark scores from two curriculum‐based measurement probes in mathematics (M‐CBM) and student performance on a state‐mandated high‐stakes test. Participants were 298 students enrolled in grades 7 and 8 in a rural southeastern school. Specifically, we calculated the criterion‐related and predictive validity of benchmark scores from CBM probes measuring math computation and math reasoning skills. Results of this study suggest that math reasoning probes have strong concurrent and predictive validity. The study also provides evidence that calculation skills, while important, do not have strong predictive strength at the secondary level when a state math assessment is the criterion. When reading comprehension skill is taken into account, math reasoning scores explained the greatest amount of variance in the criterion measure. Computation scores explained less than 5% of the variance in the high‐stakes test, suggesting that it may have limitations as a universal screening measure for secondary students.     

Impressions of disadvantage: I — school versus university study orchestration and consequences for academic support

This study investigates the study orchestrations of engineering students who enter three universities from disadvantaged school backgrounds and are admitted to academic support programmes. The first part of this study examines the characteristics of the entry group as a whole and, on the basis of an analysis of the self-reported study orchestrations of the individuals involved, it is concluded that a significant subgroup of individuals enter university with manifestations of undesirable study behaviour that has serious consequences for academic support.The second part of this study examines the relationship between school study orchestration (as manifested on entry to university), subsequent study orchestration at two stages during the first year of study, and final outcome as evidenced in the end of year examination result. It is concluded that study orchestration is a relatively stable phenomenon for most individuals in the transition from school to university and that its early recognition can be a potential indicator of subsequent academic achievement depending on the nature of the assessment procedures employed in academic support programmes. The third part of this study investigates sources of variation in two subgroups of individuals whose study orchestrations change during the course of their first year. It is concluded that statistically significant, but different, sources of variation are associated with subgroups of individuals whose study orchestrations are either improving or deteriorating.The overall conclusions of this study are seen to be far reaching in terms of informing the selection procedures and the educational practice of academic support programmes as well as of undergraduate education in general.     

构造物理模拟实验教学在资源勘查工程本科教育中的应用及意义

本文简述了构造物理模拟实验的基本原理及国内外发展现状和实际应用情况,认为与地质构造变形特征及其演化的相关课程是资源勘查工程专业重要的基础课程,而构造物理模拟实验是讲授专业理论的有效展示工具,同时也是培养学生掌握构造变形特征及演化的一种有效工具.建议将构造物理模拟实验适当增加到教学环节中,这样能够将课堂上的理论知识进行动态展示,有助于学生消化和吸收,也会有助于增强学生的动手实践能力,对学生的综合能力培养具有较大的推动作用.     

疑古何时走出?——田旭东博士新著《二十世纪中国古史研究主要思潮概论》读后

本文赞同以疑古与新证(或释古、考古、走出疑古)作为描述20世纪学术史的重要线索,而疑古时代是否结束、何时结束,则是此问题视角中的一大焦点,其间的交会与嬗新尚有比较复杂的一面。田旭东女士的博士论文、中华书局《中华文史新刊》之一《二十世纪中国古史研究主要思潮概论》一书,为近年少有的从疑古与新证一线观察近百年中国学术界古史研究的专论,在20世纪学术思潮研究中具有无可回避的参考价值是可以肯定的。     

Collaboration Between Two Universities In Course Development

In 1981 it looked as though there could be collaboration between Deakin University and the University of Queensland in the co‐development of courses leading to a Master of Education degree to be offered externally and by course work. It was hoped that there would be joint development of three courses—about half of the minimal degree program. In the event, only one of the three courses was produced by intensive co‐development. The present study is an investigation of factors involved in the collaboration, and consequently of issues involved in any such enterprise. It is concluded that a collaborative venture is likely to succeed if it is based on a collegiate network, or on a good working relationship between academics who share research and teaching interests. It is also suggested that such collaboration can best be fostered by establishing a climate within and between institutions in which particular collaborative initiatives can be initiated and sustained. Finally, it is suggested that collaborative co‐development and co‐production and parallel provision of courses may offer a way out of the dilemma of collaboration for excellence in teaching versus institutional self‐interest.     

谈咏“荆轲”诗

＂荆轲刺秦＂可谓中国的一部英雄挽歌,在各个朝代的文学作品中均有反映,尤其对《全唐诗》中有关荆轲的诗作进行了统计分析,认为时世的兴衰对荆轲主题诗的影响颇大。不同时代不同身份的人同题而作说明该文题具有很强的历史文化价值。     

Pascual‐Leone's Theory of Constructive Operators as an Explanatory Construct in Cognitive Development and Science Achievement

In order for a cognitive construct to be accepted as explanatory, it must specify target behaviours, posit antecendent variables, and procedures, whereby the antecedent variables can be measured independently of behavioural changes. It is hypothesised that Pascual‐Leone's Theory of Constructive Operators can serve as explanatory construct in cognitive development and science achievement, by postulating the following antecedent variables: Mental Capacity, Field Factor, and the Mobility‐Fixity Dimension. Empirical evidence in support of the three variables is presented. It is concluded that the antecedent variables based on the Theory of Constructive Operators not only serve as explanatory constructs in cognitive development, but also provide epistemological tools that can be manipulated and have important implications for educational practice.