ERIC Number: ED405690
Record Type: RIE
Publication Date: 1990-Mar
Designing and Evaluating School Learning Environments for Effective Mainstreaming of Special Education Students: Synthesis, Validation, and Dissemination of Research Methods. Final Report (September 1, 1987-December 31, 1989).
Wang, Margaret C.
This final report describes activities and accomplishments of a 2-year (1987 through 1989) project on the design and evaluation of specific marker and student outcome variables in school learning environments for effective mainstreaming of students with mild disabilities. The report is organized into eight sections; these include a project overview that details the goals and accomplishments of each of the project's three phases and descriptions of the seven deliverables. The three phases of the project were: (1) identification of major factors and variables important to student outcomes; (2) development and validation of the Consensus Marker-Outcome Variable System (CMOVS); and (3) dissemination of findings and use of the CMOVS. The seven deliverables included in the report are: (1) a master list of variables included in the CMOVS and their definitions; (2) a meta-review of the research literature on variables important to learning; (3) variables important to learning as rated by professionals in the field; (4) research design, measurement methodologies, and procedures utilized; (5) a second study of variables important to learning; (6) a decision-making framework for descriptions of innovative education programs; and (7) a checklist for description of features of programs that aim to accommodate mainstreamed special education students effectively in regular education settings. (Individual components contain extensive references.) (DB)
Descriptors: Check Lists, Educational Environment, Educational Innovation, Educational Objectives, Educational Principles, Elementary Secondary Education, Instructional Design, Instructional Effectiveness, Learning Processes, Mainstreaming, Mild Disabilities, Performance Factors, Regular and Special Education Relationship, Research Methodology
Publication Type: Reports - Descriptive; Reports - Evaluative
Education Level: N/A
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: Temple Univ., Philadelphia. Center for Research in Human Development and Education.
Grant or Contract Numbers: N/A
Note: For sections of this report separately analyzed, see EC 305 401-406.