Affiliation:
1. University of Oklahoma, Norman, USA
2. Georgia Southern University, Savannah, USA
Abstract
Through time-series graphs, teachers often evaluate progress monitoring data to make both low- and high-stakes decisions for students. The construction of these graphs—specifically, the presence of an aimline and the data points per x- to y-axis ratio (DPPXYR)—may impact decisions teachers make. The purpose of this study was to evaluate the impact of graph construction manipulations on pre-service teachers’ accuracy with instructional decision-making. Participants included 94 pre-service teachers enrolled in an introductory course focused on students with disabilities at two universities. Following instruction on progress monitoring, students evaluated 48 graphs representing eight data sets with six manipulations (i.e., with and without aimline; DPPXYR set at 0.05, 0.10, 0.15). Results suggest that the presence of an aimline increased accuracy, whereas the manipulation of the DPPXYR led to mixed findings. Implications for future research and practice are discussed.
Reference38 articles.
1. A systematic review and summarization of the recommendations and research surrounding Curriculum-Based Measurement of oral reading fluency (CBM-R) decision rules
2. Peter Effect in the Preparation of Reading Teachers
3. Brown J., Skow K. & the IRIS Center. (2009a). RTI: Data-based decision making. http://iris.peabody.vanderbilt.edu/wp-content/uploads/pdf_case_studies/ics_rtidm.pdf
4. Brown J., Skow K. & the IRIS Center. (2009b). RTI: Progress monitoring. http://iris.peabody.vanderbilt.edu/wpcontent/uploads/pdf_case_studies/ics_rtipm.pdf
Cited by
2 articles.
订阅此论文施引文献
订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献