Using Content Acquisition Podcasts to Improve Teacher Candidate Knowledge of Curriculum-Based Measurement

Kennedy, Michael J.; Wagner, Dana; Stegall, Joanna; Lembke, Erica S.; Miciak, Jeremy; Alves, Kat D.; Brown, Tiara S.; Driver, Melissa K.; Hirsch, Shanna E.

doi:10.1177/0014402915615885

Cited by 49 publications

(64 citation statements)

References 42 publications

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“…Results were compared to a contrast group who received the same content via a practitioner‐friendly text and found that participants who learned using the CAP scored significantly higher on knowledge and application measures. Participants in the CAP group also reported higher levels of motivation during instruction than participants in the text‐only group (Kennedy et al., ). The data from the literature cited above indicate that preservice special education teachers can develop positive beliefs about CBM and learn to use it effectively, yet the data are limited, and specific methods for studying and supporting preservice teachers’ learning and use of CBM have not been sufficiently examined.…”

Section: Curriculum‐based Measurementmentioning

confidence: 99%

Pre‐service Teachers’ Interpretation of CBM Progress Monitoring Data

Wagner

Hammerschmidt‐Snidarich

Espin

et al. 2017

Learn Disabil Res Pract

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Teachers must be proficient at using data to evaluate the effects of instructional strategies and interventions, and must be able to make, describe, justify, and validate their data-based instructional decisions to parents, students, and educational colleagues. An important related skill is the ability to accurately read and interpret progress-monitoring graphs. This study examined preservice special education teachers' graph reading and interpretation skills at two points in time. Participants used a think-aloud procedure to interpret a curriculum-based measurement (CBM) progress monitoring graph, and results were compared to those of CBM experts. Overall, preservice teachers tended to say fewer words than graph experts did. Furthermore, their descriptions of CBM graphs were less sequentially coherent, specific, and reflective. Little change was observed at time 2. Implications for improving teacher preparation in this skill area are discussed. is an Associate Professor of Special Education at Minnesota State University Mankato. Her research interests include understanding and improving teachers' use of data to make instructional decisions, and training and supporting special education teachers in evidence-based instructional practices.Stephanie M. Hammerschmidt-Snidarich, Ph.D., is a postdoctoral research associate at the Center for Applied Research and Educational Improvement (CAREI) at the University of Minnesota. She is also a literacy content specialist for Minnesota Reading Corps and Serve Minnesota, working to develop, research, and implement early literacy intervention programming that addresses the needs of students with reading difficulties. Her research interests include the intersection of student behavior, intervention fidelity, and academic outcomes for students with and without disabilities; data-based decision making; curriculumbased measurement in reading; and early literacy interventions, including computer-adaptive interventions.Christine A. Espin, Ph.D., is a Professor in the Department of Education and Child Studies (Special Education/Learning Disabilities) at Leiden University, The Netherlands. Her research interests include teachers' data-based decision making, curriculum-based measurement in reading, writing, and content-area learning for secondary school students with learning disabilities, and reading comprehension interventions for students with reading difficulties.Kathy Seifert, Ph.D., is a Senior Lecturer and Coordinator of the Learning Disabilities licensure program in the Department of Educational Psychology (Special Education) at the University of Minnesota. Her interests include preparing preservice teachers in the use of data-based decision making through Curriculum-based Measurement and in the use of evidence-based practice in determining appropriate Tier I and II research-based interventions for student with academic, behavioral, and functional disabilities.Kristen L. McMaster, Ph.D., is a Professor of Special Education in the Department of Educational Psychology, University ...

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Section: Curriculum‐based Measurementmentioning

confidence: 99%

Pre‐service Teachers’ Interpretation of CBM Progress Monitoring Data

Wagner

Hammerschmidt‐Snidarich

Espin

et al. 2017

Learn Disabil Res Pract

View full text Add to dashboard Cite

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“…However, a number of intervention studies have provided nuance regarding how PSTs respond to instruction in how to use data and assessments including their abilities, perceptions, and selfefficacy (e.g., Kennedy et al, 2016;Reeves & Chiang, 2018). Computer-mediated platforms have shown promise in AL interventions as well (e.g., Alkharusi et al, 2010;Wang, Wang, & Huang, 2008;Zwick et al, 2008).…”

Section: Preservice Teacher Educationmentioning

confidence: 99%

A continuum of data literacy for teaching

Beck

Nunnaley²

2021

Studies in Educational Evaluation

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Accountability for education in the United States has existed since the first formalized system of education. Although this accountability is an important part of society, these systems must be expanded beyond high stakes assessments to include other types of data including P-12 student voices. The purpose of the current manuscript is to present a continuum for data literacy for teachers that spans preservice to inservice teacher education. We conceptualize data literacy for teachers as a metaconstruct that includes the construct of assessment literacy. The research on enabling and marginalizing factors and exposure to data are reviewed at the preservice and inservice level before a continuum of data literacy for teachers from novice through expert is presented. Implications for practice and research are explored.

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“…For example, CAP-Ts are created to adhere to the coherence principle by only containing relevant content. For a detailed description of Mayer's instructional design principles as implemented within CAP-Ts see Kennedy, Wagner, et al, 2015 as well as Kennedy et al (2011).…”

Section: Content Acquisition Podcasts For Teachers (Cap-ts)mentioning

confidence: 99%

Evaluating the Effect of Embedded Responses in Multimedia-Based Instruction With Preservice Teachers

Hirsch

Chow

Randall

et al. 2020

Behavioral Disorders

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We report the findings of a randomized controlled trial examining the use of content acquisition podcasts for teachers (CAP-Ts) with 94 preservice teacher participants from two public universities. This study is an extension of a previous CAP-T study. We examined whether active embedded questions in CAP-Ts increased participant knowledge of functional behavioral assessments (FBAs). Participants completed a pretest, treatment, and posttest assessment to measure the extent to which CAP-Ts with active embedded questions supported participant knowledge, improved application of FBA skills, and impacted social validity as compared with traditional CAP-Ts. Findings indicate that CAP-T with embedded questions did not produce significant changes in preservice teacher knowledge and application of skills. Limitations and future directions are discussed.

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Using Content Acquisition Podcasts to Improve Teacher Candidate Knowledge of Curriculum-Based Measurement

Cited by 49 publications

References 42 publications

Pre‐service Teachers’ Interpretation of CBM Progress Monitoring Data

Pre‐service Teachers’ Interpretation of CBM Progress Monitoring Data

A continuum of data literacy for teaching

Evaluating the Effect of Embedded Responses in Multimedia-Based Instruction With Preservice Teachers

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