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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

The Impact of Curriculum-Based Measurement on Teacher Practice

The Impact of Curriculum-Based Measurement on Teacher Practice

Chapter:
(p.265) 22 The Impact of Curriculum-Based Measurement on Teacher Practice
Source:
A Measure of Success
Author(s):

Dana L. Wagner

Barbara J. Scierka

Publisher:
University of Minnesota Press
DOI:10.5749/minnesota/9780816679706.003.0023

This chapter discusses the factors that have contributed to the success of Curriculum-Based Measurement (CBM) within the teaching profession. First, CBM research began with teachers, taking a bottom-up approach. Second, it has been aligned with special education federal legislation, in turn helping teachers maintain due process compliance. Third, CBM has further professionalized the field of teaching by giving teachers the resources needed to do the professional work of problem solving. The chapter concludes with a case example that illustrates how one teacher used CBM to make decisions about reading instruction for an individual student.

Keywords:   Curriculum-Based Measurement, CBM, teaching, teachers, bottom-up approach, special education

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