Qualitative Extension of the Learning Outcomes Study. Research Monograph 94110.

Autor/inn/en	Delcourt, Marcia A. B.; Evans, Karen
Institution	National Research Center on the Gifted and Talented, Storrs, CT.
Titel	Qualitative Extension of the Learning Outcomes Study. Research Monograph 94110.
Quelle	(1994), p. (235 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Delivery Systems; Demonstration Programs; Educational Quality; Gifted; Grouping (Instructional Purposes); Longitudinal Studies; Mainstreaming; Outcomes of Education; Participant Satisfaction; Primary Education; Program Effectiveness; Program Evaluation; Qualitative Research; Special Classes; Special Schools; Standards; Student Placement; Teaching Models + Suchen Sie Ihr Suchwort? Schulleistung; Auslieferung; Quality of education; Bildungsqualität; Begabter, Hoch Begabter; Grouping; Gruppenbildung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Lernleistung; Schulerfolg; Primarbereich; Programme evaluation; Programmevaluation; Qualitative Forschung; Special class; Sonderklasse; Special school; Sonderschule; Standard; Schülerpraktikum; Lehrmodell
Abstract	This report describes an extension of the Learning Outcomes Study (a nationwide longitudinal investigation of 1,010 students just entering programs for gifted learners in grades 2 and 3) to investigate excellence within each of the four program types considered: within-class programs, pull-out programs, separate classes, and special schools. The qualitative extension focused on an "exemplary" model from each of the program types. Two program evaluation tools, the Program Profile Form and Program Satisfaction Survey (with versions for students, parents, teachers, and administrators), were created to document key program components. Program profiles included a description of each program's setting and general procedures (identification process, curricular options, staff selection, school demographics) and five criteria: leadership, atmosphere and environment, communication, curriculum and instruction, and attention to student needs. In addition, ways that all selected programs addressed the needs of diverse populations of students were addressed. Appendices provide additional information on program demographic information, program profiles, the interview questions used, the program satisfaction surveys, and other research aspects of the study. Executive Summary is also published separately. (Contains approximately 95 references.) (DB)
Anmerkungen	NRC/GT, University of Connecticut, 362 Fairfield Road, U-7, Storrs, CT 06269-2007.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01