Literaturnachweis - Detailanzeige
| Autor/inn/en | Seppanen, Patricia; und weitere |
|---|---|
| Institution | National Center on Educational Outcomes, Minneapolis, MN. |
| Titel | Matching State Goals to a Model of Outcomes and Indicators for Age 6. Technical Report 14. |
| Quelle | (1995), (206 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Comparative Analysis; Disabilities; Educational Assessment; Educational Objectives; Models; National Standards; National Surveys; Primary Education; State Standards |
| Abstract | A national survey of state-articulated student goals and outcomes led to the analysis of documents from 25 states (including the District of Columbia) for correspondence with the outcomes specified for age 6 in the conceptual model developed by the National Center on Educational Outcomes for Students with Disabilities (NCEO). Of the 36 survey respondents, 25 states submitted documents addressing learner goals, objectives, or standards for the age 6 level. Overall, the study found a fairly high correspondence at the NCEO domain level, high to moderate correspondence at the outcome level, and moderate to weak correspondence at the indicator level, though this may have been more due to the degree of specificity used by states than a lack of conceptual congruence with the NCEO model. Charts and graphs compare the congruence at the levels of domains, outcomes, and indicators for the following states: Arkansas, California, Colorado, Delaware, District of Columbia, Florida, Hawaii, Indiana, Kansas, Kentucky, Maryland, Michigan, Nebraska, New Hampshire, New Mexico, New York, North Carolina, Oklahoma, Oregon, Pennsylvania, South Carolina, South Dakota, Utah, Washington, and West Virginia. Reports of the document analysis done for each of these states are provided. (DB) |
| Anmerkungen | National Center on Educational Outcomes, University of Minnesota, 350 Elliott Hall, 75 East River Road, Minneapolis, MN 55455 ($20). |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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