{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,5,18]],"date-time":"2026-05-18T16:39:04Z","timestamp":1779122344615,"version":"3.51.4"},"reference-count":34,"publisher":"SAGE Publications","issue":"7","license":[{"start":{"date-parts":[[1994,8,1]],"date-time":"1994-08-01T00:00:00Z","timestamp":775699200000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/journals.sagepub.com\/page\/policies\/text-and-data-mining-license"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["J Learn Disabil"],"published-print":{"date-parts":[[1994,8]]},"abstract":"<jats:p>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.<\/jats:p>","DOI":"10.1177\/002221949402700703","type":"journal-article","created":{"date-parts":[[2008,12,24]],"date-time":"2008-12-24T02:27:07Z","timestamp":1230085627000},"page":"420-434","source":"Crossref","is-referenced-by-count":13,"title":["Effects of Classwide Curriculum-based Measurement and Peer Tutoring"],"prefix":"10.1177","volume":"27","author":[{"given":"Norris B.","family":"Phillips","sequence":"first","affiliation":[{"name":"Norris B. Phillips is a project coordinator in the Department of Special Education at Peabody College of Vanderbilt University. Her research focuses on teachers' use of classwide curriculum-based measurement and peer tutoring to modify instruction for students with disabilities. Address: Norris Phillips, Box 328 Peabody, Vanderbilt University, Nashville, TN 37203."}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Lynn S.","family":"Fuchs","sequence":"additional","affiliation":[{"name":"Lynn S. Fuchs is a professor in the Department of Special Education at Peabody College of Vanderbilt University. Her research focuses on technical features of curriculum-based measurement and teachers' use of performance feedback to plan and adapt instruction."}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Douglas","family":"Fuchs","sequence":"additional","affiliation":[{"name":"Douglas Fuchs is a professor in the Department of Special Education at Peabody College of Vanderbilt University. His research focuses on successfully reintegrating students with disabilities into general education settings."}],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"179","published-online":{"date-parts":[[1994,8,1]]},"reference":[{"key":"atypb1","doi-asserted-by":"publisher","DOI":"10.3102\/00028312019002237"},{"key":"atypb2","doi-asserted-by":"publisher","DOI":"10.1177\/001440298505200303"},{"key":"atypb3","doi-asserted-by":"publisher","DOI":"10.3102\/00346543046003355"},{"key":"atypb4","first-page":"215","volume":"11","author":"Eiserman, W. D.","year":"1987","journal-title":"B.C. 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