Editorial Policy

Allinder, R. M., (1994). Effects of the quality of curriculum-based measurement implementation on mathematics computation achievement of students with mild disabilities. Manuscript submitted for publication.

Allinder, R. M. , & BeckBest, M. (in press). Differential effects of two approaches to supporting teachers' use of curriculum-based measurement. School Psychology Review.

Armor, D. , Conry-Oseguera, P. , Cox, M. , King, N. , McDonnell, L. , Pascal, A. , Pauly, E. , & Zellman, G. (1976). Analysis of the school preferred reading program in selected Los Angeles minority schools. (R-2007-LAUSD). Santa Monica, CA: Rand Corp.

Ashton, P.T. , & Webb, R. B. (1986). Making a difference: Teachers' sense of efficacy and student achievement. New York: Longman.

Ashton, P. , Webb, R. , & Doda, N. (1983). A study of teachers' sense of efficacy. (Final Report, National Institute of Education Contract No. 400-79-0075). Gainesville: University of Florida(ERIC Document Reproduction Service No. ED 231 834).

Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191--215.

Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.

Berman, P. , & McLaughlin, M. W. (1977). Federal programs supporting educational change: Vol. 7. Factors affecting implementation and continuation. (R-1589/5-HEW). Santa Monica, CA: Rand Corp.

Borg, W. R. , & Gall, M. D. (1989). Educational research: An introduction. (5th ed.). New York: Longman.

Campione, J. C. , & Brown, A. L. (1985). Dynamic assessment: One approach and some initial data. (Tech. Report No. 316). Urbana: University of Illinois, Center for the Study of Reading.

Coladarci, T., & Breton, W. A. (1991). Teacher efficacy, supervision, and the special education resource-room teacher. Paper presented at the annual meeting of the American Educational Research Association, Chicago.

Deno, S. L. (1985). Curriculum-based measurement: The emerging alternative. Exceptional Children, 52, 219--232.

Deno, S. L. , & Fuchs, L. S. (1987). Developing curriculum-based measurement systems for data-based special education problem-solving. Focus on Exceptional Children, 19, 1--16.

Farlow, L. J. , & Snell, M. E. (1989). Teacher use of student performance data to make instructional decisions: Practices in programs for students with moderate and profound disabilities. Journal of the Association for Persons with Severe Handicaps, 14, 13--22.

Fuchs, L. S. (1988). Effects of computer-managed instruction on teachers' implementation of systematic monitoring programs and student achievement. Journal of Educational Research, 81, 294--304.

Fuchs, L. S. , & Fuchs, D. (1986). Effects of systematic formative evaluation: A meta-analysis. Exceptional Children, 53, 199--208.

Fuchs, L. S. , Fuchs, D. , & Deno, S. L. (1985). Importance of goal ambitiousness and goal mastery to student achievement. Exceptional Children, 52, 63--71.

Fuchs, L. S. , Fuchs, D. , & Hamlett, C. L. (1989). Effects of instrumental use of curriculum-based measurement to enhance instructional programs. Remedial and Special Education, 10(2), 51–59.

Fuchs, L. S. , Fuchs, D. , Hamlett, C. L. , & Allinder, R. M. (1991). Effects of expert system advice within curriculum-based measurement on teacher planning and student achievement in spelling. School Psychology Review, 20, 49--66.

Fuchs, L. S. , Fuchs, D. , Hamlett, C. L. , & Ferguson, C. (1992). Effects of expert system consultation within curriculum-based measurement using a reading maze task. Exceptional Children, 58, 436--450.

Fuchs, L. S. , Fuchs, D. , Hamlett, C. L. , & Hasselbring, T. S. (1987). Using computers with curriculum-based monitoring: Effects on teacher efficiency and satisfaction. Journal of Special Education Technology, 8(4), 14–27.

Fuchs, L. S. , Fuchs, D. , Hamlett, C. L. , & Stecker, P.M. (1991). Effects of curriculum-based measurement and consultation on teacher planning and student achievement in mathematics operations. American Educational Research Journal, 28, 617--642.

Fuchs, L. S. , Fuchs, D. , Hamlett, C. L. , & Stecker, P. M. (1990). The role of skills analysis in curriculum-based measurement in math. School Psychology Renew, 19(1), 6–22.

Fuchs, L. S. , Fuchs, D. , Hamlett, C. L. , Walz, L. , & Germann, G. (1993). Formative evaluation of academic progress: How much growth can we expect? School Psychology Review, 22(1), 27--48.

Fuchs, L. S. , Hamlett, C. L. , & Fuchs, D. (1990). Monitoring basic skills growth. [Computer program]. Austin, TX: PRO-ED.

Fuchs, L. S. , Hamlett, C. L. , Fuchs, D. , Stecker, P. M. , & Ferguson, C. (1988). Conducting curriculum-based measurement with computerized data collection: Effects on efficiency and teacher satisfaction. Journal of Special Education Technology, 9(2), 73–86.

Gibson, S. , & Dembo, M. H. (1984). Teacher efficacy: A construct validation. Journal of Educational Psychology, 76, 569--582.

Grigg, N. C. , Snell, M. E. , & Lloyd, B. (1989). Visual analysis of student evaluation data: A qualitative analysis of teacher decision making. Journal of the Association for Persons with Severe Handicaps, 14, 23--32.

Guskey, T. R. (1988). Teacher efficacy, self-concept, and attitudes toward the implementation of instructional innovation. Teachers & Teacher Education, 4, 63--69.

Howell, K. W. , Fox, S. L. , & Morehead, M. K. (1993). Curriculum-based evaluation: Teaching and decision making. (2nd ed.). Pacific Grove, CA: Brooks/Cole.

Howell, K. W. , & Lorson- Howell, K. (1990). What's the hurry? Fluency in the classroom. Teaching Exceptional Children, 19, 47--49.

Jenkins, J. R. , Mayhall, W. , Peshka, C. , & Townsend, V. (1974). Using direct and daily measures to increase learning. Journal of Learning Disabilities, 7, 605--608.

Jones, E. D. , & Krouse, J. P. (1988). The effectiveness of data-based instruction by student teachers in classrooms for pupils with mild learning handicaps. Teacher Education and Special Education, 11, 9--19.

Lipsey, M. W. (1990). Design sensitivity: Statistical power for experimental research. Newbury Park, CA: Sage.

Mastropieri, M. A. , & Scruggs, T. E. (1994). Effective instruction for special education. (2nd ed.). Austin, TX: PRO-ED.

Pajares, M. F. (1992). Teachers' beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62, 307--332.

Rosenholtz, S. J. (1989). Teachers' workplace: The social organization of schools. New York: Longman.

Saklofske, D. H. , Michayluk, J. O. , & Randhawa, B. S. (1988). Teachers' efficacy and teaching behaviors. Psychological Reports, 63, 407--414.

Shinn, M. R. (1989). Curriculum-based measurement: Assessing special children. New York: Guilford.

Shinn, M. R. , & Hubbard, D. D. (1992). Curriculum-based measurement and problem-solving assessment: Basic procedures and outcomes. Focus on Exceptional Children, 24(5), 1–20.

Smylie, M. A. (1988). The enhancement function of staff development: Organizational and psychological antecedents to individual teacher change. American Journal of Educational Research, 25, 1--30.

Smylie, M. A. (1990). Teacher efficacy at work. In P. Reyes (Ed.), Teachers and their workplace: Commitment, performance, and productivity (pp. 48--66). Newbury Park, CA: Sage.

Thompson, R. H. , White, K. R. , & Morgan, D. P. (1982). Teacher-student interaction patterns in classrooms with mainstreamed mildly handicapped students. American Educational Research Journal, 19, 220--236.

Tindal, G. A. , & Marston, D. B. (1990). Classroom-based assessment: Evaluating instructional outcomes. Columbus, OH: Merrill.

Valencia, S. W. , & Wixson, K. K. (1991). Diagnostic teaching. The Reading Teacher, 44(6), 420–422.

Wesson, C. L. (1991). Curriculum-based measurement and two models of follow-up consultation. Exceptional Children, 57, 246--257.

Wesson, C. , Deno, S. , Mirkin, P. , Maruyama, G. , Skiba, R. King, R. , & Sevcik, B. (1988). A causal analysis of the relationships among ongoing curriculum-based measurement and evaluation, the structure of instruction, and student achievement. The Journal of Special Education, 22, 330--343.

Wesson, C. , King, R. , & Deno, S. L. (1984). Direct and frequent measurement: If it's so good for us, why don't we use it? Learning Disability Quarterly, 7, 45--48.

Wesson, C. , Skiba, R. , Sevcik, B. , King, R. P. , & Deno, S. (1984). The effects of technically adequate instructional data on achievement. Remedial and Special Education, 5(5), 17–22.

Woolfolk, A. E. , & Hoy, W. K. (1990). Prospective teachers' sense of efficacy and beliefs about control. Journal of Educational Psychology, 82, 81--91.

Woolfolk, A. E. , Rosoff, B. , & Hoy, W. K. (1990). Teachers' sense of efficacy and their beliefs about managing students. Teaching & Teacher Education, 6, 137--148.