메뉴 건너뛰기




Volumn , Issue , 2007, Pages 85-106

Changing perspectives of special education in the evolving context of educational reform

Author keywords

[No Author keywords available]

Indexed keywords


EID: 77951544558     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4135/9781848607989.n8     Document Type: Chapter
Times cited : (18)

References (79)
  • 2
    • 0348104028 scopus 로고
    • London HMSO
    • Audit Commission. (1992). Getting in on the act. London: HMSO.
    • (1992) Getting in on the act
  • 5
    • 21144445399 scopus 로고    scopus 로고
    • Below the bubble: 'educational triage' and the Texas accountability system
    • Booher-Jenning, J.Below the bubble: 'educational triage' and the Texas accountability system. American Educational Research Journal 42 (2) (2005). 252-268.
    • (2005) American Educational Research Journal , vol.42 , Issue.2 , pp. 252-268
    • Booher-Jenning, J.1
  • 8
    • 0038850561 scopus 로고
    • Assessment of special educational needs: Meeting reasonable expectations?
    • T.Cline (Ed.),. London Routledge
    • Cline, T.(1992). Assessment of special educational needs: Meeting reasonable expectations? In T.Cline (Ed.), The assessment of special educational needs: International perspectives. London: Routledge.
    • (1992) The assessment of special educational needs: International perspectives
    • Cline, T.1
  • 9
    • 14644417736 scopus 로고    scopus 로고
    • From 'separate but equal' to 'No Child Left Behind': The collision of new standards and old inequalities
    • D.Meier, and G.Wood (Eds.), Boston, MA Beacon Press
    • Darling-Hammond, L.(2004). From 'separate but equal' to 'No Child Left Behind': The collision of new standards and old inequalities. In D.Meier, and G.Wood (Eds.), Many children left behind: How the No Child Left Behind Act is damaging our children and our schools (pp. 3-32). Boston, MA: Beacon Press.
    • (2004) Many children left behind: How the No Child Left Behind Act is damaging our children and our schools , pp. 3-32
    • Darling-Hammond, L.1
  • 11
    • 19944411957 scopus 로고    scopus 로고
    • Using value-added data for school self evaluation: A case study of practice in inner-city schools
    • Demie, F.Using value-added data for school self evaluation: A case study of practice in inner-city schools. School leadership and management 23 (4) (2003). 445-467.
    • (2003) School leadership and management , vol.23 , Issue.4 , pp. 445-467
    • Demie, F.1
  • 16
    • 0842317651 scopus 로고    scopus 로고
    • London The Stationery Office
    • Department for Education and Skills (DfES). (2003). Every Child Matters. Cm.5860. London: The Stationery Office
    • (2003) Every Child Matters. Cm.5860
  • 18
    • 9444227171 scopus 로고    scopus 로고
    • London DfES
    • Department for Education and Skills (DfES). (2004b). Removing barriers to achievement. London: DfES.
    • (2004) Removing barriers to achievement
  • 19
    • 84950112824 scopus 로고    scopus 로고
    • Retrieved 12 April 2006
    • DfES (2006)http://www.dfes.gov.uk/performancetables/nscoringsys.shtml Retrieved 12 April 2006.
    • (2006)
  • 22
    • 0032373155 scopus 로고    scopus 로고
    • Performance-based assessment and instructional change: The effects of testing in Maine and Maryland
    • Firestone, W. A., Mayrowetz, D., and Fairman, J.Performance-based assessment and instructional change: The effects of testing in Maine and Maryland. Educational Evaluation and Policy Analysis 20 (2) (1998). 95-113.
    • (1998) Educational Evaluation and Policy Analysis , vol.20 , Issue.2 , pp. 95-113
    • Firestone, W.A.1    Mayrowetz, D.2    Fairman, J.3
  • 24
    • 84950120280 scopus 로고    scopus 로고
    • Determining annual yearly progress from Kindergarten through Grade 6 with curriculum-based measurement
    • (In press)
    • Fuchs, L. S., and Fuchs, D. (In press). Determining annual yearly progress from Kindergarten through Grade 6 with curriculum-based measurement. Assessment for Effective Intervention.
    • Assessment for Effective Intervention
    • Fuchs, L.S.1    Fuchs, D.2
  • 27
    • 84950128494 scopus 로고    scopus 로고
    • 34 C.FR §111(b) (3) (F)
    • Improving America's Schools Act (1994), 34 C.F.R §111(b) (3) (F).
  • 28
    • 84950152752 scopus 로고    scopus 로고
    • 105-17 611 et seq
    • Individuals with Disabilities Education Act 1997, 105-17, 611 et seq.
  • 29
    • 84950138149 scopus 로고    scopus 로고
    • 108-446, Part A, Sec 601 (c)
    • Individuals with Disabilities Education Improvement Act 2004, 108-446, Part A, Sec. 601 (c).
  • 30
    • 0039879358 scopus 로고    scopus 로고
    • Validity in school test scores: Implications for test-based accountability scores
    • D.Ravitch (Ed.),. Washington, DC Brookings Institution
    • Kane, T. J., and Staiger, D. O.(2002). Validity in school test scores: Implications for test-based accountability scores. In D.Ravitch (Ed.), Brookings papers on education policy. Washington, DC: Brookings Institution.
    • (2002) Brookings papers on education policy
    • Kane, T.J.1    Staiger, D.O.2
  • 31
    • 0142071483 scopus 로고    scopus 로고
    • College Park, MD: University of Maryland, Educational Policy Research Reform Institute Institute for the Study of Exceptional Children and Youth
    • Karger, J., and Pullin, D.(2002). Exit documents and students with disabilities: Legal issues (Issue Brief 2). College Park, MD: University of Maryland, Educational Policy Research Reform Institute, Institute for the Study of Exceptional Children and Youth.
    • (2002) Exit documents and students with disabilities: Legal issues (Issue Brief 2)
    • Karger, J.1    Pullin, D.2
  • 33
    • 63349088950 scopus 로고    scopus 로고
    • Assessing students with disabilities: Issues and evidence
    • Koretz, D., and Barton, K.Assessing students with disabilities: Issues and evidence. Educational Assessment 9 (1and2) (2004)29-60.
    • (2004) Educational Assessment , vol.9 , Issue.1-2 , pp. 29-60
    • Koretz, D.1    Barton, K.2
  • 34
    • 84993813052 scopus 로고    scopus 로고
    • Accountability systems: Implications of requirements of the No Child Left Behind Act of 2001
    • Linn, R. L, Baker, E. L, and Betenbenner, D. W.Accountability systems: Implications of requirements of the No Child Left Behind Act of 2001. Educational Researcher 31 (6) (2002). 3-6.
    • (2002) Educational Researcher , vol.31 , Issue.6 , pp. 3-6
    • Linn, R.L.1    Baker, E.L.2    Betenbenner, D.W.3
  • 35
    • 0009271655 scopus 로고
    • Dilemmas in special educational needs: Some effects of local management of schools
    • S.Riddell, and S.Brown (Eds.),. London Routledge
    • Lunt, I., and Evans, J.(1994). Dilemmas in special educational needs: Some effects of local management of schools. In S.Riddell, and S.Brown (Eds.), Special needs and policies in the 1990s. London: Routledge.
    • (1994) Special needs and policies in the 1990s
    • Lunt, I.1    Evans, J.2
  • 36
    • 24144458989 scopus 로고    scopus 로고
    • Accounting for the performance of students with disabilities on statewide assessments
    • Malmgren, K., McLaughlin, M. J., and Nolet, V.Accounting for the performance of students with disabilities on statewide assessments. Journal of Special Education 39 (2) (2005). 86-96.
    • (2005) Journal of Special Education , vol.39 , Issue.2 , pp. 86-96
    • Malmgren, K.1    McLaughlin, M.J.2    Nolet, V.3
  • 38
    • 84950159859 scopus 로고    scopus 로고
    • Educational reform and high stakes testing
    • P.Wehman (Ed.),. Baltimore, MD: Paul H Brookes
    • McLaughlin, M. J., and Embler, S. D.(2005). Educational reform and high stakes testing. In P.Wehman (Ed.), Life beyond the classroom (4th ed.). Baltimore, MD: Paul H. Brookes.
    • (2005) Life beyond the classroom (4th ed.)
    • McLaughlin, M.J.1    Embler, S.D.2
  • 39
    • 84950144262 scopus 로고    scopus 로고
    • Foundations of special education in the US
    • K.Mazurek, and M.Winzer (Eds.),. Washington, DC Gallaudet University Press
    • McLaughlin, M. J., and Henderson, K.(2001). Foundations of special education in the US. In K.Mazurek, and M.Winzer (Eds.), Defining special education into the 21st century(pp. 41-61). Washington, DC: Gallaudet University Press.
    • (2001) Defining special education into the 21st century(pp. 41-61)
    • McLaughlin, M.J.1    Henderson, K.2
  • 40
    • 0142072526 scopus 로고    scopus 로고
    • Educational accountability and students with disabilities: Issues and challenges
    • McLaughlin, M. J., and Thurlow, M.Educational accountability and students with disabilities: Issues and challenges. Journal of Educational Policy 17 (4) (2003). 431-451.
    • (2003) Journal of Educational Policy , vol.17 , Issue.4 , pp. 431-451
    • McLaughlin, M.J.1    Thurlow, M.2
  • 41
    • 84906643327 scopus 로고    scopus 로고
    • Alexandria, VA: Center for Policy Research on the Impact of General and Special Education Reform National Association of State Boards of Education
    • McLaughlin, M. J., Henderson, K., and Rhim, L. M.(1997). Snapshots of reform: A report of reform in 5 local school districts. Alexandria, VA: Center for Policy Research on the Impact of General and Special Education Reform, National Association of State Boards of Education.
    • (1997) Snapshots of reform: A report of reform in 5 local school districts
    • McLaughlin, M.J.1    Henderson, K.2    Rhim, L.M.3
  • 45
  • 47
    • 84950116742 scopus 로고    scopus 로고
    • 107-110 § 1001 et seq
    • No Child Left Behind Act 2001, 107-110, § 1001 et seq.
  • 50
    • 0010768749 scopus 로고    scopus 로고
    • London Author
    • Office for Standards in Education (Ofsted). (2000). Evaluating educational inclusion. London: Author.
    • (2000) Evaluating educational inclusion
  • 56
    • 33846356665 scopus 로고    scopus 로고
    • When one size does not fit all: The special challenges of accountability testing for students with disabilities
    • Pullin, D.When one size does not fit all: The special challenges of accountability testing for students with disabilities. Yearbook of the National Society for the Study of Education 104 (2) (2005). 199-222.
    • (2005) Yearbook of the National Society for the Study of Education , vol.104 , Issue.2 , pp. 199-222
    • Pullin, D.1
  • 59
    • 84861300770 scopus 로고    scopus 로고
    • Quality Counts 2004: Count me in: Special education in an era of standards
    • Quality Counts. Quality Counts 2004: Count me in: Special education in an era of standards. Education Week 23 (7) (2004).
    • (2004) Education Week , vol.23 , Issue.7
  • 61
    • 84924781900 scopus 로고    scopus 로고
    • Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes Available from
    • Rhode Island Department of Education. (2003). Rhode Island assessment accommodation study: Research summary. Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes. Available from http://education.umn.edu/NCEO/TopicAreas/Accommodations/RhodeIsland.htm
    • (2003) Rhode Island assessment accommodation study: Research summary
  • 62
    • 85014277791 scopus 로고    scopus 로고
    • Assessment and special educational needs: Teachers' dilemmas
    • Rouse, M., and Agbenu, R.Assessment and special educational needs: Teachers' dilemmas. British Journal of Special Education 25 (2) (1998). 81-87.
    • (1998) British Journal of Special Education , vol.25 , Issue.2 , pp. 81-87
    • Rouse, M.1    Agbenu, R.2
  • 63
    • 84950148385 scopus 로고    scopus 로고
    • Inclusion and achievement: Student achievement in secondary schools with higher and lower proportions of pupils designated as having special educational needs
    • (In press)
    • Rouse, M., and Florian, L. (In press). Inclusion and achievement: student achievement in secondary schools with higher and lower proportions of pupils designated as having special educational needs. International Journal of Inclusive Education.
    • International Journal of Inclusive Education
    • Rouse, M.1    Florian, L.2
  • 67
    • 84949793375 scopus 로고    scopus 로고
    • Participation and accommodation in state assessment: The role of Indi vidualized Education Programs
    • Shriner, J. G., and DeStefano, L.Participation and accommodation in state assessment: The role of Indi vidualized Education Programs. Exceptional Children 26 (2) (2003). 9-16.
    • (2003) Exceptional Children , vol.26 , Issue.2 , pp. 9-16
    • Shriner, J.G.1    De Stefano, L.2
  • 68
    • 84950137712 scopus 로고    scopus 로고
    • Effect of minimum cell sizes and confidence interval sizes for special education subgroups on school-level AYP determinations
    • College Park, MD. November 78
    • Simpson, M. A., Gong, B., and Marion, S.(2005, November 7-8). Effect of minimum cell sizes and confidence interval sizes for special education subgroups on school-level AYP determinations. Paper presented at the Longitudinal Modeling of Student Achievement Conference, College Park, MD.
    • (2005) Longitudinal Modeling of Student Achievement Conference
    • Simpson, M.A.1    Gong, B.2    Marion, S.3
  • 72
    • 19844375897 scopus 로고    scopus 로고
    • Biting the bullet: Including special-needs students in accountability systems
    • S.Fuhrman, and R.Elmore (Eds.),. New York Columbia Teachers College Press
    • Thurlow, M. L.(2004). Biting the bullet: Including special-needs students in accountability systems. In S.Fuhrman, and R.Elmore (Eds.), Redesigning accountability systems for education. New York: Columbia Teachers College Press.
    • (2004) Redesigning accountability systems for education
    • Thurlow, M.L.1
  • 76
    • 0347397325 scopus 로고
    • The new act: A special need for vigilance
    • Wedell, K.The new act: A special need for vigilance. British Journal of Special Education 15 (3) (1988). 98-101.
    • (1988) British Journal of Special Education , vol.15 , Issue.3 , pp. 98-101
    • Wedell, K.1
  • 77
    • 27844488664 scopus 로고    scopus 로고
    • What is reasonable progress for pupils?
    • Wedell, K.What is reasonable progress for pupils? British Journal of Special Education 32 (2) (2005). 105-106.
    • (2005) British Journal of Special Education , vol.32 , Issue.2 , pp. 105-106
    • Wedell, K.1
  • 78
    • 0040671626 scopus 로고    scopus 로고
    • Effect of different methods of reporting and reclassification on trends in test scores for students with disabilities
    • Ysseldyke, J., and Bielinski, J.Effect of different methods of reporting and reclassification on trends in test scores for students with disabilities. Exceptional Children 68 (2) (2002). 189-200.
    • (2002) Exceptional Children , vol.68 , Issue.2 , pp. 189-200
    • Ysseldyke, J.1    Bielinski, J.2
  • 79
    • 3042517483 scopus 로고    scopus 로고
    • Education and alternate assessment for students with significant cognitive disabilities: Implications for educators
    • Retrieved April 5 2005 from April 10
    • Zatta, M., and Pullin, D.Education and alternate assessment for students with significant cognitive disabilities: Implications for educators. Education Policy Analysis Archives 12 (16) (2004, April 10). Retrieved April 5, 2005 from http://epaa.asu.edu/epaa/v12n16/
    • (2004) Education Policy Analysis Archives , vol.12 , Issue.16
    • Zatta, M.1    Pullin, D.2


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.