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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
Language: English
Authors: Sarah S. Rowe (ORCID 0000-0002-0518-0501), Sara E. Witmer, Ornela Shkreli
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
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  Data: <searchLink fieldCode="AR" term="%22Sarah+S%2E+Rowe%22">Sarah S. Rowe</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-0518-0501">0000-0002-0518-0501</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sara+E%2E+Witmer%22">Sara E. Witmer</searchLink><br /><searchLink fieldCode="AR" term="%22Ornela+Shkreli%22">Ornela Shkreli</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Contemporary+School+Psychology%22"><i>Contemporary School Psychology</i></searchLink>. 2024 28(3):394-407.
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  Data: 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/
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  Data: 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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