Literaturnachweis - Detailanzeige
Sonst. Personen | Brown-Chidsey, Rachel (Hrsg.) |
---|---|
Titel | Assessment for intervention. A problem-solving approach. Paperback ed. |
Quelle | New York, NY u.a.: Guilford Press (2008), XVII, 382 S. |
Reihe | The Guilford school practitioner series |
Beigaben | grafische Darstellungen |
Sprache | englisch |
Dokumenttyp | gedruckt; Monographie |
ISBN | 1-59385-690-3; 978-1-59385-690-8 |
Schlagwörter | Beobachtung; Evaluation; Interview; Vergleichsuntersuchung; Leistungsversagen; Schulpsychologie; Urteil; Verhalten; Diagnostik; Lernzielorientierter Test; Test; Testanwendung; Familie; Schulreform; Schulentwicklung; Schulverwaltung; Schulklasse; Lehrer; Schüler; Leistungsschwäche; Lernumgebung; Differenzierung; Gesundheit; Gesundheitsschaden; Messung; Analyse; Bedingung; Berichterstattung; Bewertung; Gutachten; Intervention; Leistungsmessung; Modell; Problem; Wissenszuwachs; Benachteiligter Jugendlicher; Benachteiligtes Kind; USA |
Abstract | This book offers a comprehensive discussion of problem-solving assessment and intervention methods. ... Part I includes information about problem identification as well as the historical context of problem-solving-based assessment in special education and school psychology. Part II reviews information related to problem definition, including chapters related to specific assessment settings and situations, for example student's home, community, school experience, the role of classroom teachers, health problems and physiological conditions. Part III covers the core assessment methods used in exploring solutions during problem-solving assessment. ... It includes descriptions and details about how functional behavioural assessment, interviews, classroom observations, curriculum-based measurement, rating scales, and cognitive instruments can enhance and support problem-solving-based assessment. ... The last five chapters of the book cover report writing, administrative issues, intervention integrity, methods for evaluating interventions, and examples of student success when problem-solving methods were used. Each chapter is organized using a common framework. First, the background and context of the chapter's topic is reviewed. Next, the principles and procedures related to the use of problem-solving assessment practices are covered, and it concludes with one or more case studies in which problem-solving assessment methods are demonstrated. Some chapters include reproducible forms that readers can use in their assessment activities. (DIPF/Orig./pr). |
Erfasst von | DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main |
Update | 2010/3 |