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算数につまずきのある児童へのカリキュラムに基づく尺度(CBM)を用いた学習支援の効果
http://hdl.handle.net/2298/0002000151
http://hdl.handle.net/2298/0002000151c078613c-d6fb-41fa-a448-e7d37c4c3372
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
KKK0072_103-111.pdf (1.9 MB)
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 公開日 | 2024-01-10 | |||||||||||
| タイトル | ||||||||||||
| タイトル | 算数につまずきのある児童へのカリキュラムに基づく尺度(CBM)を用いた学習支援の効果 | |||||||||||
| 言語 | ja | |||||||||||
| タイトル | ||||||||||||
| タイトル | サンスウ ニ ツマズキ ノ アル ジドウ エノ カリキュラム ニ モトズク シャクド CBM オ モチイタ ガクシュウ シエン ノ コウカ | |||||||||||
| 言語 | ja-Kana | |||||||||||
| タイトル | ||||||||||||
| タイトル | Effect of individualized learning intervention using curriculum-based measurement on students with learning difficulties in mathematics | |||||||||||
| 言語 | en | |||||||||||
| 言語 | ||||||||||||
| 言語 | jpn | |||||||||||
| キーワード | ||||||||||||
| 主題 | curriculum-based measurement, progress monitoring, individualized intervention, learning difficulties, Mathematics | |||||||||||
| 資源タイプ | ||||||||||||
| 資源タイプ | departmental bulletin paper | |||||||||||
| 著者 |
干川, 隆
× 干川, 隆
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| 内容記述 | ||||||||||||
| 内容記述タイプ | Abstract | |||||||||||
| 内容記述 | This study empirically examined the functions of universal screening and the progress monitoring of the curriculum-based measurement (CBM) of mathematics. It recruited 225 students in grades 2-6, who were administered with CBM once per month for ten months between June and March of the following year. Students who scored less than -1.0 SD from the mean on three CBMs in June and July were considered to need support. The parents of 17 such students provided consent for their children to undergo individual or small-group instruction for 9-13 sessions from September to February of the following year during remedial classes. The study administered CBM weekly to these students to monitor the progress of their learning. The results demonstrated that nine and two students exhibited increased and decreased z-values by more than 0.5, respectively, while six students demonstrated no change. These results indicate that the CBM can be used once per month as a universal screening measure on the basis of a mean of -1.0 SD or less. Furthermore, it can be used as a measure to monitor weekly progress in learning among children who require support. | |||||||||||
| 書誌情報 |
ja : 熊本大学教育学部紀要 巻 72, p. 103-111, 発行年 2023-12-18 |
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| ISSN | ||||||||||||
| 収録物識別子 | 2188-1871 | |||||||||||
| NCID | ||||||||||||
| 収録物識別子タイプ | NCID | |||||||||||
| 収録物識別子 | AA12653153 | |||||||||||
| 著者版フラグ | ||||||||||||
| 出版タイプ | VoR | |||||||||||
| 出版者 | ||||||||||||
| 出版者 | 熊本大学教育学部 | |||||||||||
| 言語 | ja | |||||||||||
