Integrating multi‐tiered measurement outcomes for special education eligibility with sequential decision‐making methodology     

Scott L. Decker  Julia Englund  Kizzy Albritton 《Psychology in the schools》2012,49(4):368-384

Changes to federal guidelines for the identification of children with disabilities have supported the use of multi‐tiered models of service delivery. This study investigated the impact of measurement methodology as used across numerous tiers in determining special education eligibility. Four studies were completed using a sample of inner‐city children (N = 150) who were administered a reading screener twice and a reading measure adapted from the state high‐stakes reading test. A sub‐sample of children identified as At‐Risk were administered a comprehensive reading assessment and compared with a randomly selected control group, who were also administered a comprehensive reading assessment (n = 14). A model was developed to estimate the likelihood of special education eligibility based on both theoretical and empirical measurement parameters. Depending on the measurement assumptions of the multi‐tiered model, special education eligibility outcomes varied from a low of 0.2% to as high as 11%, depending on the type of measure used, decision‐making criteria used at each tier, and the number of tiers in the model. This study highlights the importance of measurement specification, explicit decision‐making criteria, and empirical investigation to fully understand outcomes associated with the implementation of multi‐tiered models. Implications for special education eligibility policy and practical implications for implementing comprehensive measurement practice in multi‐tiered systems at the school level are discussed. © 2012 Wiley Periodicals, Inc.  相似文献   

Examining the impacts of the structures writing intervention for teaching fourth-grade students to write informational text     

Hebert  Michael  Bazis  Pamela  Bohaty  Janet J.  Roehling  Julia V.  Nelson  J. Ron 《Reading and writing》2021,34(7):1711-1740

Reading and Writing - Expository writing may be especially difficult for elementary grade students due to lack of background knowledge and unfamiliar text structures. A text structure writing...  相似文献   

How does national culture affect the teaching style in higher education and what are the implications for the student experience?     

Hecht  Julia  Kahrens  Marion 《Tertiary Education and Management》2021,27(2):107-127

Tertiary Education and Management - One of the effects of globalization in Higher Education is that teachers in institutions and faculties increasingly come from diverse cultural backgrounds. This...  相似文献   

E-culture of Russian students: Socio-cultural differentiation     

Kargapolova  Ekaterina Vladimirovna  Novikov  Andrey Vadimovich  Kargapolov  Stanislav Viktorovich  Koshkin  Andrey Petrovich  Davydova  Julia Aleksandrovna 《Education and Information Technologies》2021,26(3):3497-3512

Education and Information Technologies - Electronic culture constitutes a new form of social adjustment in the digital era. Our study aims to reveal socio-cultural differentiation in the social...  相似文献   

The Use of Concept Maps as an Assessment Tool in Physics Classes: Can One Use Concept Maps for Quantitative Evaluations?     

Llinás  Julia Gil  Macías  Francisco Solano  Márquez  Luis Manuel Tobaja 《Research in Science Education》2020,50(5):1789-1804

Research in Science Education - The aim of the present research was to explore the use of concept maps as an assessment tool. The research question posed was: can concept maps be used to...  相似文献   

Zur Bedeutung von „Raum“ in Organisationen Allgemeiner Erwachsenenbildung – Ergebnisse einer qualitativ-rekonstruktiven Studie     

Julia Franz 《Zeitschrift für Erziehungswissenschaft》2016,19(1):31-53

Against the background of discourses concerning regional educational landscapes and the increasing interest in theoretical constructs of “space” in educational theory, this article addresses the question of how educational spaces are collectively understood in adult education organizations. This question is examined through a qualitative reconstructive study. Data sources for the study include group discussions and interviews from nine general adult education organizations chosen through theoretical sampling. The data analysis was conducted using a documentary interpretation method. The results indicate that the organizations studied reveal perspectives of educational spaces that differ along lines of territorial and experiential understanding. The concluding discussion provides hypotheses concerning possible connections between socio-economic structures and a territorial understanding of space and between the organizational or subject matter constitution of organizations and an experiential understanding of space.  相似文献   

Versions of Vygotsky     

Julia Gillen 《British Journal of Educational Studies》2000,48(2):183-198

The current prominent influence of the theories of L. S. Vygotsky on studies of education, particularly of pedagogic practice, requires a re-examination. The dominance of deficient editions of his writings has had regrettable consequences such as a misplaced reading of the 'one of proximal development' The publication of his recent, albeit incomplete, Collected Works in English affords an opportunity to reassess Vygotsky' work. Potential areas for such rethinking include: a comparison between his work and influence with that of Piaget; Vygotsky' own epistemology and methodology; and the relevance of his approach to contemporary concerns.  相似文献   

Defending Constructivism in Science Education     

Gil-Pérez  Daniel  Guisasola  Jenaro  Moreno  Antonio  Cachapuz  Antonio  Pessoa De Carvalho  Anna M.  Martínez Torregrosa  Joaquín  Salinas  Julia  Valdés  Pablo  González  Eduardo  Gené Duch  Anna  Dumas-Carré  Andrée  Tricárico  Hugo  Gallego  Rómulo 《Science & Education》2002,11(6):557-571

After an impressive development throughout the last two decades, supported by a greatamount of research and innovation, science education seemed to be becoming a newscientific domain. This transformation of Science Education into a specific field of researchand knowledge is usually associated with the establishment of what has been called anemergent consensus about constructivist positions. However, some voices have begunto question these constructivist positions and therefore the idea of an advancementtowards a coherent body of knowledge in the field of science education. The goalof this work is to analyse some of the current criticisms of the so-called constructivistorientations and to study their implications for the development of science education asa coherent body of knowledge.  相似文献   

Thai textile conservation: Building bridges regionally and culturally in a twenty-first-century context     

Julia M. Brennan  Parichat Saengsirikulchai  Piyamon Kingpratoommas 《文物保护研究》2014,59(5):S5-S8

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International trends in health science librarianship Part 10: The Greater China area     

Zhiyun Xie  Julia L.Y. Chan  Louisa Mei Chun Lam  Tzu‐Heng Chiu 《Health information and libraries journal》2014,31(2):161-166

This is the 10th in a series of articles exploring international trends in health science librarianship. This issue describes developments in health science librarianship in the first decade of the 21st century in China, Hong Kong and Taiwan. The next issue will report on Japan and South Korea. JM  相似文献