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Evidence-Based Practices for Learners with Severe Intellectual Disability
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Courtade, Ginevra R.; Test, David W.; Cook, Bryan G. – Research and Practice for Persons with Severe Disabilities, 2014
Because of their highly intensive and variable learning needs, learners with severe intellectual disability present significant challenges to special educators and other stakeholders in terms of selecting and implementing effective instructional practices. Although scholars have made considerable progress in conducting and synthesizing research…
Descriptors: Evidence, Best Practices, Severe Mental Retardation, Disability Identification
Program Assessment: Getting to a Practical How-To Model
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Gardiner, Lorraine R.; Corbitt, Gail; Adams, Steven J. – Journal of Education for Business, 2010
The Association to Advance Collegiate Schools of Business (AACSB) International's assurance of learning (AoL) standards require that schools develop a sophisticated continuous-improvement process. The authors review various assessment models and develop a practical, 6-step AoL model based on the literature and the authors' AoL-implementation…
Descriptors: Accreditation (Institutions), Models, Program Evaluation, Program Implementation
Improving Education through Standards-Based Reform. A Report by the National Academy of Education Panel on Standards-Based Education Reform.
McLaughlin, Milbrey W.; Shepard, Lorrie A. – 1995
Standards-based reform calls for the setting of challenging standards in academic subject areas as an important means of improving student achievement. In 1994, Congress passed the Goals 2000: Educate America Act, which enacted the education goals into law and provided resources for the development of standards and assessments. This report offers…
Descriptors: Academic Standards, Access to Education, Competency Based Education, Educational Improvement
Value Judgements: Evaluating Design: A Scottish Perspective on a Global Issue.
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McLaren, Susan V. – International Journal of Technology and Design Education, 1997
Reviews the standing of value judgments in design and technology education in Scotland; predicts the impact of implementing the National Guidelines for 5-14 Environmental Studies Technology framework on student learning; highlights consequences for teacher education: developing critical awareness, acquiring and assessing information, and…
Descriptors: Critical Thinking, Decision Making Skills, Design, Environmental Education