Program Evaluation of Special Education Curricular Efforts in Both Self-Contained Classes and Resource Rooms: The Use of a Modified Case-Study Approach with Both Normative and Criterion-Referenced Data in a Complex Service Delivery System to Help Address the Problem of Extreme Variability.

Autor/inn/en	Proger, Barton B.; und weitere
Institution	Montgomery County Intermediate Unit 23, Blue Bell, PA.
Titel	Program Evaluation of Special Education Curricular Efforts in Both Self-Contained Classes and Resource Rooms: The Use of a Modified Case-Study Approach with Both Normative and Criterion-Referenced Data in a Complex Service Delivery System to Help Address the Problem of Extreme Variability.
Quelle	(1976), (49 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Behavioral Objectives; Case Studies; Curriculum Evaluation; Exceptional Child Research; Individual Differences; Learning Disabilities; Longitudinal Studies; Research Methodology; Research Problems; Resource Centers; Special Classes; Statistical Analysis; Statistical Data + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung; Individueller Unterschied; Learning handicap; Lernbehinderung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Research method; Forschungsmethode; Forschungskritik; Special class; Sonderklasse; Statistische Analyse
Abstract	The problem of variability of data, even in presumable homogeneous subgroupings of handicapped children, which contaminates the results of many special education curriculum evaluation studies is examined with a study of 103 second-grade learning disabled students. The distortion of statistics calculated on samples of extreme variability; coupled with polymodality, skewedness, or kurtosis, is discussed. The case study approach is offered as one way to help balance the presentation of results. An example is presented using standardized test data and longitudinal criteron-referenced measurement data from both self-contained classes and resource rooms collected in 1971-1972. Approximately two-thirds of the report consists of tables and statistical data. (Author/IM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC