Exploring Teacher Acceptability of Brief Reading Measures: The Role of Values and Perceived Time
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| Title: | Exploring Teacher Acceptability of Brief Reading Measures: The Role of Values and Perceived Time |
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| Language: | English |
| Authors: | Sarah S. Rowe (ORCID |
| Source: | Contemporary School Psychology. 2024 28(3):394-407. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Elementary Education |
| Descriptors: | Elementary School Teachers, Curriculum Based Assessment, Reading Tests, Teacher Attitudes, Test Validity, Timed Tests, Social Values, Depleted Resources, Reading Skills, Data Use, Decision Making |
| DOI: | 10.1007/s40688-024-00490-y |
| ISSN: | 2159-2020 2161-1505 |
| Abstract: | Curriculum-based measurement in reading (CBM-R) is a commonly used tool for universal screening and progress monitoring in K-12 education and is one that can add value to decision-making. However, the social validity of this measure among teachers is often questioned. Reasons some teachers have traditionally opposed the use of CBM-R have included lack of time, resources, and concerns with the face validity of CBM-R. Further exploration of factors that predict teacher acceptability of CBM-R is anticipated to offer guidance for improving data-based decision-making in schools. The purpose of this study was to extend existing research on teacher acceptability of CBM-R by exploring the extent to which the specific reading skills teachers value and their perceptions of available time are related to their CBM-R acceptability. First to sixth-grade teachers (N = 164) from a midwestern state completed a corresponding survey. Multiple regression analyses indicated that teachers' perceptions of time and values positively predicted the acceptability of CBM-R for both universal screening and progress monitoring purposes. Related implications for improving data-based decision-making will be offered. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1435850 |
| Database: | ERIC |
| Abstract: | Curriculum-based measurement in reading (CBM-R) is a commonly used tool for universal screening and progress monitoring in K-12 education and is one that can add value to decision-making. However, the social validity of this measure among teachers is often questioned. Reasons some teachers have traditionally opposed the use of CBM-R have included lack of time, resources, and concerns with the face validity of CBM-R. Further exploration of factors that predict teacher acceptability of CBM-R is anticipated to offer guidance for improving data-based decision-making in schools. The purpose of this study was to extend existing research on teacher acceptability of CBM-R by exploring the extent to which the specific reading skills teachers value and their perceptions of available time are related to their CBM-R acceptability. First to sixth-grade teachers (N = 164) from a midwestern state completed a corresponding survey. Multiple regression analyses indicated that teachers' perceptions of time and values positively predicted the acceptability of CBM-R for both universal screening and progress monitoring purposes. Related implications for improving data-based decision-making will be offered. |
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| ISSN: | 2159-2020 2161-1505 |
| DOI: | 10.1007/s40688-024-00490-y |
