Educational Outcomes and Indicators for Early Childhood (Age 3).

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 3).
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	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. The purpose of this document is to present a model of: (1) early childhood outcomes at age 3, where outcomes are defined as the results of learning experiences or interactions between children and the educational process; and (2) possible indicators of these outcomes for all 3-year-old children (whether identified as having disabilities or not), where indicators are defined as numbers or other symbolic representations that can be used to determine whether desired outcomes are achieved. In the model, educational resources (inputs and contexts) influence learning opportunity and process. These in turn, influence the outcome domains, which have a return influence on both the resources and the opportunity/process. Outcome domains 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. The model is extended by identifying outcomes, indicators of the outcomes, and finally, sources of data for the indicators. The model includes children with disabilities or developmental delays as well as all 3-year-old children in educational and day care programs. (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