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17 results on '"Mann, Courtney M."'

4. Construct validity of Patient-Reported Outcomes Measurement Information System Paediatric measures in juvenile idiopathic arthritis and systemic lupus erythematosus: cross-sectional evaluation

Author

Weitzman, Elissa R, primary, Gaultney, Amy, additional, von Scheven, Emily, additional, Ringold, Sarah, additional, Mann, Courtney M, additional, Magane, Kara M, additional, Lin, Li, additional, Leverty, Renee, additional, Dennos, Anne, additional, Hernandez, Alexy, additional, Lippmann, Steven J, additional, Dedeoglu, Fatma, additional, Marin, Alexandra C, additional, Cox, Rachele, additional, Reeve, Bryce B, additional, and Schanberg, Laura E, additional

Published
2023
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5. Teacher Judgments of Students' Reading Abilities across a Continuum of Rating Methods and Achievement Measures

Author

Begeny, John C., Krouse, Hailey E., Brown, Kristina G., and Mann, Courtney M.

Abstract

Teacher judgments about students' academic abilities are important for instructional decision making and potential special education entitlement decisions. However, the small number of studies evaluating teachers' judgments are limited methodologically (e.g., sample size, procedural sophistication) and have yet to answer important questions related to teachers' judgments. Thus, a primary goal of the present study was to examine unanswered questions about teacher judgments (e.g., what is the relationship between teacher judgments and students' performance on widely used reading measures) and to meaningfully improve upon earlier research methodologically (e.g., involving a large enough sample of teachers for sufficient statistical power). In doing so, teachers' perceptions of students' reading performance were examined across five different measures of reading ability, including direct measures such as the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) and state-mandated end-of-grade tests, and indirect measures such as a brief teacher rating scale. Findings suggested that teachers had considerable difficulty judging students' reading levels across most of the measures (e.g., DIBELS and end-of-grade tests), and were better judges of high-performing readers compared to low- and average-performing readers. Implications for research and practice are discussed. (Contains 3 tables and 1 footnote.)

Published
2011

11. Agreement Between Child Self-report and Caregiver-Proxy Report for Symptoms and Functioning of Children Undergoing Cancer Treatment

Author

Mack, Jennifer W., primary, McFatrich, Molly, additional, Withycombe, Janice S., additional, Maurer, Scott H., additional, Jacobs, Shana S., additional, Lin, Li, additional, Lucas, Nicole R., additional, Baker, Justin N., additional, Mann, Courtney M., additional, Sung, Lillian, additional, Tomlinson, Deborah, additional, Hinds, Pamela S., additional, and Reeve, Bryce B., additional

Published
2020
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13. Expanding construct validity of established and new PROMIS Pediatric measures for children and adolescents receiving cancer treatment

Author

Reeve, Bryce B., primary, McFatrich, Molly, additional, Mack, Jennifer W., additional, Pinheiro, Laura C., additional, Jacobs, Shana S., additional, Baker, Justin N., additional, Withycombe, Janice S., additional, Lin, Li, additional, Mann, Courtney M., additional, Villabroza, Katie R., additional, and Hinds, Pamela S., additional

Published
2020
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16. Student-teacher relationship as a moderator of the relation between classroom behavior and reading achievement

Author

Mann, Courtney M.

Abstract

Extant research documents associations between child classroom behavior and reading achievement as well as the associations between student-teacher relationships and children's reading success. Less is known about how all three of these variables may develop and influence one another together, and virtually no research has examined these issues with populations of young students living in rural communities. The current study examined a moderation model of reading achievement in which student-teacher relationship was expected to moderate the relations between fall classroom behavior of rural kindergarten and first grade students and their spring reading achievement. Using a hierarchical linear regression model, child demographic characteristics and beginning levels of reading achievement were controlled for and models predicting both phonological and comprehension skills were examined. Results indicate a significant but weak and un-interpretable interaction between classroom behavior and student-teacher relationship in predicting phonological skills. No interaction was found in predicting comprehension scores.

Published
2011
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