BRT News – Page 17 – BEHAVIORAL RESEARCH & TEACHING

Teacher Survey of the Accessibility and Text Features of the Computerized Oral Reading Evaluation (CORE). (Technical Report No. 1601).

Kahn, J., Nese, J. F. T., Alonzo, J. (2016). Teacher survey of the accessibility and text features of the computerized oral reading evaluation (CORE). (Technical Report No. 1601). Eugene, OR: Behavioral Research and Teaching, University of Oregon. There is strong theoretical support for oral reading fluency (ORF) as an essential building block of reading proficiency. The current study was part of a larger project to develop and validate a computerized ORF assessment system–Computerized Oral Reading Evaluation(CORE)–to reduce limitations in current…
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Additive Versus Systemic Perspectives on Reform: A Case Study of Multi-Age Programs

Additive versus systemic perspectives on reform: A case study of multi-age programs. (1996). Marr, J., Tindal, G., McCullum, N., Kaufman, M. J., & Goldman, P.

Content Collaboration in Middle Schools: A Case Study Supporting Instruction in Critical Thinking Skills

Content collaboration in middle schools: A case study supporting instruction in critical thinking skills. (1993). McCollum, S., Tindal, G., & Nolet, V. RR8_Content Collaboration_McCollum_ETAL

A Case Study on Placing Talented and Gifted Students into the Appropriate Instructional Level and Monitoring Learning Rate

A case study on placing talented and gifted students into the appropriate instructional level and monitoring learning rate. (1993). Tindal, G., Nolet, V., Wegmann, C., & McCollum, S. RR7_Talented and Gifted_Tindal_ETAL

Improving Science Performance Outcomes via Instructional Framing and Rule-Based Learning

Improving science performance outcomes via instructional framing and rule-based learning. (1997). Tindal, G., McCollum, S., Thomas, C., & Schnacker, L. (1997) RR20_Instructional Framing_Tindal_ETAL

The Factor Structure of Direct, Objective Writing Indices for Students in Compensatory and Special Education Programs

The factor structure of direct, objective writing indices for students in compensatory and special education programs. (1989). R. Parker & G. Tindal RR2_Factor Structure_Parker_Tindal

Understanding Science Benchmarks by Anchoring Student (Mis)understanding

Understanding science benchmarks by anchoring student (mis)understanding. (1997). Tindal, G., & McCleery, J. RR19_Science Benchmarks_Tindal_McCleery

Developmentally Appropriate Practice (DAP) from a Student Performance Assessment Perspective: A Study of Variance

Developmentally Appropriate Practice (DAP) from a student performance assessment perspective: A study of variance. (1996). Tindal, G., Marr, J., Hall, T., Cole, C., McCullum, N., & Goldman, P. RR17_Study of Variance_Tindal_ETAL

Converging Paths of Developmentally Appropriate Practice (DAP) and Inclusion in a Multi-Age Primary Program: One School’s Experience

Converging paths of Developmentally Appropriate Practice (DAP) and inclusion in a multi-age primary program: One school’s experience. (1996). Tindal, G., Marr, J., Hall, T., Cole, C., McCullum, N., & Goldman, P. RR16_Converging Paths_Tindal_ETAL

Understanding Instructional Outcome Options for Students with Learning Disabilities in Content Classes

Understanding instructional outcome options for students with learning disabilities in content classes. (1994). Tindal, G., Nolet, V., McCollum, S., & Wegmann, C. RR15_Instructional Outcome Options_Tindal_ETAL