Phillips N B, Fuchs L S, Fuchs D
Department of Special Education, Peabody College of Vanderbilt University.
J Learn Disabil. 1994 Aug-Sep;27(7):420-34. doi: 10.1177/002221949402700703.
Recent research and development has integrated computer-managed classwide curriculum-based measurement (CBM) and peer tutoring (PT) to help general educators adapt instruction to address the diverse needs of their students. The purpose of this study was to gain insight into the teachers' perspective on the advantages and disadvantages of these methods. Twenty general education teachers participating in a project that combined CBM and PT were interviewed regarding (a) ways in which the project had affected their students and their instruction, (b) their level of satisfaction with the project, and (c) shortcomings of the project. An unusual feature of this study was that in attempting to take advantage of the insider information possessed by the educators, we involved the teachers in developing the actual interview questions. Teachers specified a large number of academic, social, and instructional benefits of the methods, and they identified several weaknesses that should be addressed. Implications are discussed in terms of the development of other educational innovations and the use of CBM and PT in general education classrooms that include students with learning disabilities.
最近的研究与开发将基于计算机管理的全班级课程本位测量（CBM）和同伴辅导（PT）相结合，以帮助普通教育教师调整教学，满足学生的多样化需求。本研究的目的是深入了解教师对这些方法优缺点的看法。对参与一个将CBM和PT相结合项目的20名普通教育教师进行了访谈，内容涉及：（a）该项目对其学生和教学产生影响的方式；（b）他们对该项目的满意度；（c）该项目的缺点。本研究的一个不同寻常之处在于，为了利用教育工作者所拥有的内部信息，我们让教师参与实际访谈问题的制定。教师们指出了这些方法在学术、社交和教学方面的诸多益处，同时也确定了几个需要解决的弱点。文中从其他教育创新的发展以及在包含学习障碍学生的普通教育课堂中使用CBM和PT的角度对相关启示进行了讨论。
