School Effectiveness: Implications for Effective Instruction of Handicapped Students. Monograph No. 3. Instructional Alternatives Project.

Autor/inn/en	Thurlow, Martha L.; und weitere
Institution	Minnesota Univ., Minneapolis.
Titel	School Effectiveness: Implications for Effective Instruction of Handicapped Students. Monograph No. 3. Instructional Alternatives Project.
Quelle	(1987), (38 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Administrator Role; Basic Skills; Classroom Environment; Curriculum Development; Disabilities; Educational Methods; Educational Quality; Elementary Secondary Education; Expectation; Instructional Effectiveness; Learning Theories; Principals; School Effectiveness; Student Characteristics; Time Factors (Learning) + Suchen Sie Ihr Suchwort? Basic skill; Grundfertigkeit; Klassenklima; Unterrichtsklima; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Handicap; Behinderung; Educational method; Erziehungsmethode; Quality of education; Bildungsqualität; Expectancy; Erwartung; Unterrichtserfolg; Learning theory; Lerntheorie; Principal; Schulleiter; Schuleffizienz
Abstract	The monograph summarizes findings of effective schools research, information on the characteristics of effective classrooms, and descriptions of the methodological and conceptual issues related to school improvement projects. The impact of the school effectiveness literature on classroom instruction is discussed, and implications for the instruction of handicapped students are addressed. The summary of research findings includes sections on reviews of school effectiveness, comparative and case studies, and program evaluation. Generalizations from the research include the importance of: the principal's leadership, high expectations for student achievement, emphasis on basic skills, and frequent monitoring of student progress. Characteristics of effective classrooms are described in terms of curriculum alignment, attention to student characteristics, use of instructional time, student success rate, and quality instruction. A model of classroom effectiveness relating specific teacher and student behaviors is summarized. Finally the impact of the school effectiveness literature is reviewed. It is noted that while the focus of the effective schools movement has been in regular education, effective school characteristics apply equally to special education practice. Fifty-seven references are appended. (Author/DB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC