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Translating Research Into Practice: Preservice Teachers' Beliefs About Curriculum-Based Measurement.(Statistical Data Included)
- Article from:
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Journal of Special Education
- Article date:
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January 1, 2001
- Author:
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Copyright informationCOPYRIGHT 2001 Pro-Ed. This material is published under license from the publisher through the Gale Group, Farmington Hills, Michigan. All inquiries regarding rights should be directed to the Gale Group. (Hide copyright information)
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In this study, we examined the beliefs of preservice teachers following their viewing of one of two videotaped presentations on curriculum-based measurement (CBM). In one presentation, statistical information that supported CBM's validity and utility was provided. In the second presentation, anecdotal "first-person" accounts supporting CBM's utility and validity were provided by a teacher who supposedly used CBM in her classroom. Following the videotape, participants responded to a questionnaire addressing their beliefs about CBM's utility and validity. Questions fell into five categories and were asked from three different orientations. Results revealed no effects for ...
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