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A Measure of SuccessThe Influence of Curriculum-Based Measurement on Education$
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Christine A. Espin, Kristen L. McMaster, Susan Rose, and Miya Miura Wayman

Print publication date: 2012

Print ISBN-13: 9780816679706

Published to Minnesota Scholarship Online: August 2015

DOI: 10.5749/minnesota/9780816679706.001.0001

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PRINTED FROM MINNESOTA SCHOLARSHIP ONLINE (www.minnesota.universitypressscholarship.com). (c) Copyright University of Minnesota Press, 2021. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in MNSO for personal use.date: 15 June 2021

Stanley Deno’s Contributions to Teacher Education Scholarship and Practice

Stanley Deno’s Contributions to Teacher Education Scholarship and Practice

Chapter:
(p.261) 21 Stanley Deno’s Contributions to Teacher Education Scholarship and Practice
Source:
A Measure of Success
Author(s):

Paul T. Sindelar

James L. McLeskey

Mary T. Brownell

Publisher:
University of Minnesota Press
DOI:10.5749/minnesota/9780816679706.003.0022

This chapter describes how Deno’s work has fundamentally altered teacher education and classroom practices, emphasizing the importance of preparing preservice teachers to be problem solvers and collaborators whose work is supported by efficient and reliable data. Progress monitoring now serves as the foundation for a new framework for service delivery that is likely to affect school practice and teacher education fundamentally. In their efforts to reach struggling students, Response to Intervention (RTI) teachers will use the same process Deno taught decades ago. However, now generalists and specialists will work together to identify effective instructional approaches, and decisions about where students are instructed also will be informed by the knowledge of what has been tried and what has been found effective.

Keywords:   Stanley Deno, teacher education, preservice teachers, progress monitoring

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