This study examined the effectiveness of innovative curriculum-based measurement (CBM) classwide decision-making structures within general education mathematics instruction, with and without recommendations for how to incorporate CBM feedback into instructional planning. Forty general educators, each of whom had at least one student with an identified learning disability for math instruction, were randomly assigned to three groups: CBM with classwide reports that summarized information and provided instructional recommendations, CBM with reports but without recommendations, and contrast (no CBM). Results indicated that only the CBM teachers who received instructional recommendations designed better instructional programs and effected greater achievement for their students.

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In this study, the authors determine the efficacy of videoconferencing to supervise pre-service special education teachers. Efficacy is determined by (a) assessing interobserver reliability between on-site and off-site observers and (b) evaluating the feasibility and practicality of the videoconferencing technology. Data are collected in two elementary schools using the Skill Monitoring Checklist. Participants include pre-service teachers and university supervisors. Using point-by-point agreement scores, interobserver reliability is found to be 86% between on-site supervisors who observed face-to-face and off-site supervisors who observed via videoconferencing. Challenges related to feasibility are identified in the areas of equipment setup, Internet connection, visual field, and sound quality. Findings from this study suggest that videoconferencing is a promising practice for pre-service teacher practicum supervision.

This study examined the effects of previous training and experience in peer tutoring on the nature of student interactions. Sixteen classrooms were assigned randomly to two treatments: with and without previous training and experience in peer tutoring. Peer-tutoring teachers taught students a structured, interactional, explanatory verbal rehearsal routine that incorporated step-bystep feedback. Peer tutoring was implemented on a mathematics operations curriculum twice weekly for 10 weeks. Each teacher had identified an average achiever and a low achiever to serve, respectively, as the tutor and the tutee during peer-tutoring generalization sessions. Videotapes were analyzed at three levels: microlevel quantifications, global ratings, and transcripts of representative dyads. Across levels of analysis and across operations and applications content, experienced dyads provided explanations in a more interactional style that incorporated sounder instructional principles. As revealed in the transcripts, however, the nature of student explanations in both conditions was primarily algorithmic rather than conceptual. . Her specializations are teacher assessment and student interactions during peer-mediated instruction. NORRIS B. PHILLIPS is a Program Coordinator at Peabody College of Vanderbilt University. Her specializations are curriculum-based measurement and classwide peer tutoring. CAROL L. HAMLETT is a Research Associate at Peabody College of Vanderbilt University. Her specializations are software design and linking assessment with instructional planning.