Literaturnachweis - Detailanzeige
| Autor/inn/en | Reynolds, Maynard C.; Zetlin, Andrea G. |
|---|---|
| Institution | Temple Univ., Philadelphia. Center for Research in Human Development and Education. |
| Titel | A Manual for 20/20 Analysis: A Tool for Instructional Planning. |
| Quelle | (1993), (38 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Leitfaden; Delivery Systems; Educational Change; Educational Improvement; Educational Planning; Educational Strategies; Elementary Education; Elementary School Students; High Achievement; High Risk Students; Instructional Development; Integrated Curriculum; Low Achievement; Models; Outcomes of Education; Predictor Variables |
| Abstract | This manual is designed to serve as a comprehensive guide for utilizing 20/20 analysis, an instructional planning approach that aims to overcome the disjointedness of current, narrowly formed categorical programs for educating marginal students. The authors explain that 20/20 analysis is a key element in developing an integrated service delivery system in which students showing the most (the top 20 percent) and the least (the bottom 20 percent) progress on significant outcome variables receive intensive study and instruction. The concept does not involve a fixed program but rather an "opening up" of fragmented categorical systems (such as bilingual education and special education). It encourages a broad, systematic, outcome-oriented approach to school improvement. Within this manual, practitioners are provided with the 20/20 rationale, key features and concerns, step-by-step procedures, and follow-through planning at two sample schools, for use in implementing the 20/20 analysis. This true-life example of the 20/20 analysis, using data from "Elementary School A" is provided parallel to each step of the procedure. The manual then offers an illustration of the follow-through steps, which can be taken to improve instruction based on the initial data analysis. Finally, data are provided for several additional schools that have engaged in 20/20 analysis, showing how cross-school comparisons may be useful. Contains 18 references. (Author/JB) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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