NELS:88 Survey Item Evaluation Report PDF Download
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Author: Donald Hatch McLaughlin
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 256
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Book Description
Author: Donald Hatch McLaughlin
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 256
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Book Description
Author: Lori Thurgood
Publisher: Education Department
ISBN:
Category : Education
Languages : en
Pages : 358
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Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 836
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Author:
Publisher:
ISBN:
Category : Government publications
Languages : en
Pages : 764
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Author: Michael J. Furlong
Publisher: Routledge
ISBN: 1136258396
Category : Education
Languages : en
Pages : 531
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Book Description
Understanding the factors that encourage young people to become active agents in their own learning is critical. Positive psychology is one lens that can be used to investigate the factors that facilitate a student’s sense of agency and active school engagement. In the second edition of this groundbreaking handbook, the editors draw together the latest work on the field, identifying major issues and providing a wealth of descriptive knowledge from renowned contributors. Major topics include: the ways that positive emotions, traits, and institutions promote school achievement and healthy social and emotional development; how specific positive-psychological constructs relate to students and schools and support the delivery of school-based services; and the application of positive psychology to educational policy making. With thirteen new chapters, this edition provides a long-needed centerpiece around which the field can continue to grow, incorporating a new focus on international applications of the field.
Author:
Publisher:
ISBN:
Category : High school students
Languages : en
Pages : 298
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Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 1144
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Author: Phillip Kaufman
Publisher:
ISBN:
Category : Education, Elementary
Languages : en
Pages : 130
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Author: Robert J. Rossi
Publisher:
ISBN:
Category : Children with disabilities
Languages : en
Pages : 146
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Book Description
This report summarizes characteristics of students with disabilities in the National Education Longitudinal Study (nels:88), which conducted a base-year survey in 1988 of all U.S. public and private schools containing eighth grades, followed up at 2-year intervals in 1990, 1992, and 1994. Among general observations are the following: (1) students identified in nels:88 as disabled tended to have greater difficulties in school and realized fewer positive outcomes of schooling; (2) relatively small percentages of students with disabilities as identified by nels:88 perceived themselves or were identified by school officials as having received special education services during high school; and (3) teachers in nels:88 were perceptive judges of which students were failing to perform well in the classroom, but linking the identification of disability status to classroom performance may blur the distinction between students with disabilities and students at risk. After an introductory chapter, individual chapters address the following issues concerning students with disabilities: disability identification, students' background characteristics, school experiences, and educational outcomes. A concluding chapter lists characteristics of populations identified as disabled by both parents and teachers and only by teachers, not by parents. Four appendices list nels:88 indicators of disability, nels:88 disability estimates based on alternative disability definitions, and research/technical notes. (Contains 12 references.) (Db).
Author: Elaine Unterhalter
Publisher: Routledge
ISBN: 0429815247
Category : Education
Languages : en
Pages : 206
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Book Description
Debates around quality versus quantity in education can generate controversy about how quality is measured. Many question the drive to delineate and quantify precisely what works, suggesting that much value either cannot be measured or is distorted by measurement. This book explores how we can understand measurement in areas of education policy, planning, and practice that have not previously been considered measurable. The contributors ask four main questions: What do we measure and not measure when we try to measure the unmeasurable in education? When attempts have been made to measure the unmeasurable in education, what metrics have been adopted in which contexts, and with what outcomes? Why have measures been adopted as indicators of the unmeasurable, such as human rights? And how have particular organisations approached the problem of measuring the apparently unmeasurable in education, with what epistemological, normative, and conceptual resources, and consequences? The book draws on analyses from philosophy, history, sociology, and economics, with insights from national and international contexts. The contributions consider philosophical distinctions, historical experiences, and contemporary reflections on how to refine existing approaches to measurement of poverty, capability, rights, and the benefits of education. The discussion shows how measuring the unmeasurable takes account of the inequalities, complexities and uncertainties of work in education, thus suggesting a considerable deepening of the notion of education quality and measurement. This book was originally published as a special issue of Comparative Education.
