rdf-syntax-grammar
mods:
  schema location: http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
  title info:
    title: Practitioner’s Guide to Curriculum-Based Evaluation in Reading
  name:
    name part: Harlacher, Jason E.
    role:
      role term: creator
    role:
      role term: author.
  name:
    name part: Sakelaris, Tami L.
    role:
      role term: author.
  name:
    name part: Kattelman, Nicole M.
    role:
      role term: author.
  name:
    name part: SpringerLink (Online service)
  type of resource: text
  origin info:
    place:
      place term: xxu
    date issued: 2014
    issuance: monographic
  language:
    language term: eng
  physical description:
    form: electronic
    form: electronic resource
    reformatting quality: access
    form: remote
    extent: XVII, 303 p. 97 illus. online resource.
  abstract: The educators are dedicated and concerned. The curriculum is successful. Yet some students aren't reading at grade level, and meetings air problems without making progress. Many students continue to flounder, leading to more meetings with the same lack of meaningful results. The Practitioner’s Guide to Curriculum-Based Evaluation in Reading gives researchers and professionals the means to break this frustrating cycle, crafted by authors who have not only been there and done that, but can explain in depth how to replicate the method. Focusing on reading but applicable across subject areas, this highly accessible guide defines curriculum-based evaluation (CBE), provides conceptual background, and analyzes its component steps. Assessment and intervention are given equal attention within a problem-solving model featuring tools for skill assessment, progress monitoring, goal setting, and other bedrock tasks. Chapters build to lead readers beyond classroom strategies to guidelines for problem solving and decision making to effectively address individual student needs. Included in the coverage: The curriculum-based evaluation process. Relating CBE to the Multi-Tier System of Support model. Using CBE in daily practice, both in classwork and schoolwide. Decoding, early literacy, and reading comprehension. Progress monitoring and decision making. Plus FAQs, handouts, and other supplemental materials. This level of educational insight and pedagogical detail make the Practitioner’s Guide to Curriculum-Based Evaluation in Reading a clarion call for researchers, graduate students, and professionals in school and clinical child psychology; assessment, testing, and evaluation; applied linguistics; language education; special education and allied education; educational psychology; and social work.
  table of contents: Foreword -- Chapter 1. Introduction -- Part I. Background of Education and Curriculum-Based Evaluation -- Chapter 2. History of Education -- Chapter 3. Multi-Tiered System of Support -- Chapter 4. What is Curriculum-Based Evaluation? -- Chapter 5. The Curriculum-Based Evaluation Process -- Part II. Using Curriculum-Based Evaluation -- Chapter 6. CBE Decoding -- Chapter 7. CBE Early Literacy -- Chapter 8. Reading Comprehension -- Part III. Making Educational Decisions with CBE -- Chapter 9. Using Curriculum-Based Evaluation in Daily Practice -- Chapter 10. Progress Monitoring and Educational Decisions -- Chapter 11. Common and Frequently Asked Questions about CBE -- Part IV. Additional Material -- Appendices -- Glossary of Terms -- References.
  note: by Jason E. Harlacher, Tami L. Sakelaris, Nicole M. Kattelman.
  subject:
    topic: Psychology
  subject:
    topic: Assessment
  subject:
    topic: Child psychology
  subject:
    topic: School psychology
  subject:
    topic: Psychology
  subject:
    topic: Child and School Psychology
  subject:
    topic: Assessment, Testing and Evaluation
  classification: BF721-723
  classification: 155.4
  classification: 155.424
  related item:
    title info:
      title: Springer eBooks
  identifier: 9781461493600
  identifier: http://dx.doi.org/10.1007/978-1-4614-9360-0
  record info:
    record creation date: 131211
    record change date: 20151120201938.0
    record identifier: 978-1-4614-9360-0