AA-AAAS Bibliography: Search

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1135 results.

  • Childers, K. D., Arrastia-Chisholm, M., Adams, K., & Kelley, H. (2020). Testing for all: An exploration of disproportionality in the Georgia Alternate Assessments. Georgia Educational Researcher, 17(1), 22–39. https://doi.org/10.20429/ger.2020.170103

  • Cho, H. J., & Kingston, N. (2014). Understanding test-type assignment: Why do special educators make unexpected test-type assignments? Psychology in the Schools, 51(8), 866–878. https://doi.org/10.1002/pits.21783

  • Cho, H.-J., & Kingston, N. (2013). Why IEP teams assign low performers with mild disabilities to the alternate assessment based on alternate achievement standards. The Journal of Special Education, 47(3), 162–174. https://doi.org/10.1177/0022466911435416

  • Cho, H.-J., & Kingston, N. (2015). Examining teachers’ decisions on test-type assignment for statewide assessments. The Journal of Special Education, 49(1), 16–27. https://doi.org/10.1177/0022466913498772

  • Choe, N., Shane, H., Schlosser, R. W., Haynes, C. W., & Allen, A. (2022). Directive-following based on graphic symbol sentences involving an animated verb symbol: An exploratory study. Communication Disorders Quarterly, 43(3), 143–151. https://doi.org/10.1177/1525740120976332
  • Christensen, L. L., & Mitchell, J. D. (2018). Classroom perspectives on English learners with significant cognitive disabilities. University of Wisconsin–Madison, Alternate English Language Learning Assessment (ALTELLA), Wisconsin Center for Education Research. http://altella.wceruw.org/resources.html

  • Christensen, L. L., Mitchell, J. D., Shyyan, V. V., & Ryan, S. (2018). Characteristics of English learners with significant cognitive disabilities: Findings from the individual characteristics questionnaire. University of Wisconsin-Madison, Alternate English Language Learning Assessment (ALTELLA), Wisconsin Center for Education Research. http://altella.wceruw.org/resources.html

  • Christmus, M. J. B. (2019). Curricular assessments in South Carolina by teachers of students with severe disabilities (Publication No. 22587001) [Doctoral dissertation, University of South Carolina]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/2307176109

  • Chung, Y.-C., & Carter, E. W. (2013). Promoting peer interactions in inclusive classrooms for students who use speech-generating devices. Research and Practice for Persons with Severe Disabilities, 38(2), 94–109. https://doi.org/10.2511/027494813807714492

  • Cizek, G. J., Kosh, A. E., & Toutkoushian, E. K. (2018). Gathering and evaluating validity evidence: The generalized assessment alignment tool. Journal of Educational Measurement, 55(4), 477–512. https://doi.org/10.1111/jedm.12189

  • Clancy, M., & Gardner, J. (2017). Using digital portfolios to develop non-traditional domains in special education settings. International Journal of ePortfolio, 7(1), 93–100. http://theijep.com/

  • Clark, A. K., & Karvonen, M. (2020). Constructing and evaluating a validation argument for a next-generation alternate assessment. Educational Assessment, 25(1), 47–64. https://doi.org/10.1080/10627197.2019.1702463

  • Clark, A. K., & Karvonen, M. (2021). Instructionally embedded assessment: Theory of action for an innovative system. Frontiers in Education, 6, 724938. https://doi.org/10.3389/feduc.2021.724938
  • Clark, A. K., Nash, B., & Karvonen, M. (2022). Teacher assessment literacy: Implications for diagnostic assessment systems. Applied Measurement in Education, 35(1), 17–32. https://doi.org/10.1080/08957347.2022.2034823
  • Clark, A., Kobrin, J. L., Karvonen, M., & Hirt, A. (2023). Teacher use of diagnostic score reports for instructional decision-making in the subsequent academic year. Practical Assessment, Research, and Evaluation, 28(1), article 6. https://doi.org/10.7275/pare.1255
  • Clausen, A. (2022). Embedding numeracy instruction within standards-based algebra lessons for secondary students with extensive support needs (Publication No. 29319128) [Doctoral dissertation, The University of North Carolina at Charlotte]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/2705756257
  • Clausen, A. M., Anderson, A., Spooner, F., Walker, V. L., & Hujar, J. (2023). Preparing general education teachers to include students with extensive support needs: An analysis of “SPED 101” courses. Teacher Education and Special Education, 46(2), 146–161. https://doi.org/10.1177/08884064221114133

  • Clausen, A. M., Tapp, M. C., Pennington, R. C., Spooner, F., & Teasdell, A. (2021). A systematic review of modified schema-based instruction for teaching students with moderate and severe disabilities to solve mathematical word problems. Research and Practice for Persons with Severe Disabilities, 46(2), 94–107. https://doi.org/10.1177/15407969211007561

  • Clayton, J., Burdge, M., & Kleinert, H. (2001). Integrating alternate assessment with ongoing instruction. In H. L. Kleinert & J. F. Kearns (Eds.), Alternate assessment: Measuring outcomes and supports for students with disabilities (pp. 77–91). Paul H. Brookes.

  • Clayton, J., Burdge, M., Denham, A., Kleinert, H., & Kearns, J. (2006). A four-step process for accessing the general curriculum for students with significant cognitive disabilities. TEACHING Exceptional Children, 38(5), 20–27. https://doi.org/10.1177/004005990603800503