Educational Outcomes and Indicators for Early Childhood (Age 6).

Autor/inn/en	Ysseldyke, James E.; und weitere
Institution	Saint Cloud State Univ., MN.; National Center on Educational Outcomes, Minneapolis, MN.; National Association of State Directors of Special Education, Alexandria, VA.
Titel	Educational Outcomes and Indicators for Early Childhood (Age 6).
Quelle	(1993), (26 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Child Development; Developmental Stages; Disabilities; Educational Experience; Educational Indicators; Evaluation Methods; Models; Outcomes of Education; Preschool Children; Preschool Education; Student Educational Objectives; Student Evaluation + Suchen Sie Ihr Suchwort? Kindesentwicklung; Handicap; Behinderung; Bildungserfahrung; Educational indicato; Bildungsindikator; Analogiemodell; Lernleistung; Schulerfolg; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Schulnote; Studentische Bewertung
Abstract	As part of its response to the current emphasis on educational reform and accountability, the National Center on Educational Outcomes (NCEO) has been working with federal and state agencies to facilitate and enhance the collection and use of data on educational outcomes for students with disabilities. In doing so, it has taken an inclusive approach, and this document presents a model of early childhood outcomes at age 6 and the indicators of these outcomes for all children, both those identified as having disabilities or developmental delays (or being at risk for developing them) and those without disabilities; that is, all 6-year-old children in educational and day care programs. This report describes: (1) a conceptual model of domains and outcomes; (2) possible indicators for each outcome; and (3) steps toward identifying sources of data for indicators. The conceptual model depicts educational resources (inputs and contexts) influencing learning opportunity and process, which in turn influence eight outcome domains that have a return influence on both the resources and opportunity/process. A breakdown of outcome domains are given in tabular form; they include physical health, responsibility and independence, contribution and citizenship, academic and functional literacy, personal and social adjustment, satisfaction, presence and participation, and family involvement/accommodation and adaptation. Indicators are numbers or other symbolic representations; they are usually presented as percentages or rates on the national and state levels. A tabulation of possible indicators for outcomes at age 6 are given in the next part of this document for each of the eight domains. This is followed by a sample of possible sources of data for 7 of the 10 indicators within the physical health domain. A list of contributors to the development of early childhood outcomes, including the members of the NCEO National Advisory Committee, and an annotated list of six supporting documents concludes the report. (JDD)
Anmerkungen	National Center on Educational Outcomes (NCEO), Publications Office, 350 Elliott Hall, 75 East River Rd., University of Minnesota, Minneapolis, MN 55455 ($8).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01