High-stakes testing: The background behind testing-based educational reforms and implications for speech-language pathologists
Gordon Pershey, M. (2003). High-stakes testing: The background behind testing-based educational reforms and implications for speech-language pathologists. Contemporary Issues in Communication Sciences and Disorders, 30, 47-58. https://pubs.asha.org/doi/10.1044/cicsd_30_S_47
cited by:
Betts, D. M. (2008). Exploring the relationship between language and reading skills and Ohio Graduation Test performance(Publication No. 3323924) [Doctoral dissertation, University of Cincinnati]. ProQuest Dissertations and Theses Global. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1212068090
Glaser, A., Wellman, L., Prendeville, J.-A., & Williams, S. (2004). You Are Not Alone.com: Launching a web site for SLPs in the schools. Perspectives on School-Based Issues, 5(1), 15–19. https://doi.org/10.1044/sbi5.1.15
Gordon Pershey, M. (2003). Testing-based education reforms and implications for speech-language pathologists. Perspectives on School Based Issues, 4(1), 46-52. https://doi.org/10.1044/sbi4.1.46
Starling, J. M. (2012). The language in classrooms program: An evaluation of a whole-school intervention for adolescents with language impairment [Unpublished master’s thesis]. The University of Sydney. http://hdl.handle.net/2123/16006
Starling, J., Munro, N., Togher, L., & Arciuli, J. (2012). Training secondary school teachers in instructional language modification techniques to support adolescents with language impairment: A randomized controlled trial. Language, Speech & Hearing Services In Schools, 43(4), 474-495. https://pubs.asha.org/doi/abs/10.1044/0161-1461%282012/11-0066%29
Walden, P. R., & Gordon Pershey, M. (2013). Applying adult experiential learning theory to clinical supervision: A practical guide for supervisors and supervisees. Perspectives on Administration and Supervision, 23(3), 122-144. https://pubs.asha.org/doi/10.1044/aas23.3.121