ERIC Number: EJ793303
Record Type: Journal
Publication Date: 2005
Reference Count: 26
Effective Professional Development to Support Inclusive Large-Scale Assessment Practices for All Children
Braden, Jeffery P.; Huai, Nan; White, Jennifer L.; Elliott, Stephen N.
Assessment for Effective Intervention, v31 n1 p63-71 2005
Despite policy mandates to include students with disabilities in educational assessment and accountability programs, current practices suggest a substantial lack of capacity for effective inclusion. Continuing professional development (CPD) is an essential component of disseminating and implementing effective inclusion practices. Recent reviews of CPD for teachers suggest traditional CPD methods are largely ineffective in changing practices. In this article, we identify features of CPD likely to lead to changes in teachers' practices and discuss how these features interact with the unique content and challenges related to inclusion to identify promising CPD practices. Evidence evaluating one CPD effort, Assessing One & All, is presented to document the effectiveness of such CPD practices and to illustrate the benefits and barriers to effective CPD for inclusion in large-scale assessments. These findings provide a foundation for discussing how research can guide CPD efforts to enhance inclusion of students with disabilities in educational assessment and accountability programs.
Descriptors: Inclusive Schools, Educational Assessment, Accountability, Professional Development, Professional Continuing Education, Group Testing, Academic Accommodations (Disabilities), Testing Accommodations, Interviews, Focus Groups, Curriculum Enrichment, Instructional Improvement
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Adult Education
Authoring Institution: N/A