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ERIC Number: ED358182
Record Type: RIE
Publication Date: 1992
Pages: 41
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Achieving Schooling Success for All Students.
Wang, Margaret C.
This essay discusses the prospect of utilizing well-confirmed knowledge to enhance the chances for the schooling success of every student in today's elementary schools through secondary schools. The paper begins with a brief discussion of the state of practice. The balance of the paper illustrates an efficient way to apply research and practical wisdom toward creating and implementing programs for improving educational equality. This discussion centers on findings from a recently completed synthesis of the research base and an analysis of consensus from the field on variables that are important to learning, which led to the development of a framework for systematic description of program features and assessment of implementation requirements and outcomes of approaches and practices. This framework, the Consensus Marker-Outcome Variable System (CMOVS), incorporates variables that are considered by professionals to be "important" and "alterable" so as to improve chances for students' learning success. A major design goal of the CMOVS is the development of a common language that can be used to improve communication about program features and implementation requirements among educational professionals. A section describes using the format for making program decisions, using it to calculate indices, and other implications. Appended are a master list of variables and definitions and 58 references. (JB)
Publication Type: Information Analyses; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Temple Univ., Philadelphia. Center for Research in Human Development and Education.
Note: In: Haring, K. A., Ed., Lovett, D. L., Ed., Haring, N. G., Ed. Integrated Life Cycle Services for Persons with Disabilities: A Theoretical and Empirical Perspective. Heidelberg, Germany, Springer-Verlag, 1992. p122-152.