2012, ISBN: 9400729340

[EAN: 9789400729346], Neubuch, [SC: 0.0], [PU: Springer-Verlag Gmbh Jan 2012], BILDUNGSPOLITIK; POLITIK / BILDUNG; ERZIEHUNGSWISSENSCHAFT; PÄDAGOGIK BILDUNG BILDUNGSMANAGEMENT; MANAGEMENT… More...

[EAN: 9789400729346], Neubuch, [SC: 0.0], [PU: Springer-Verlag Gmbh Jan 2012], BILDUNGSPOLITIK; POLITIK / BILDUNG; ERZIEHUNGSWISSENSCHAFT; PÄDAGOGIK BILDUNG BILDUNGSMANAGEMENT; MANAGEMENT EMPIRISCHE SOZIALFORSCHUNG; SOZIALFORSCHUNG AUSTRALIA; C; ENGLAND; SCO13000 - INTERNATIONAL AND COMPARATIVE EDUCATION; SCO19000 EDUCATIONAL POLICY POLITICS; SCO33000 ASSESSMENT, TESTING EVALUATION; U.S.; ALTERNATIVE ASSESSMENTS; ACCOUNTABILITY; LEGISLATION; POLICY; PRACTICE; INCLUSIVE MEDICAL MODEL OF DISABILITY; PERFORMANCE STANDARDS; PSYCHOMETRIC SOCIAL STANDARDIZED TESTS; STUDENTS WITH IMPAIRMENT, Neuware - In this book, the author Joy Cumming draws on knowledge of law, assessment and measurement to provide an original analysis of the inclusion of students with impairment in educational accountability assessments in the U.S., England and Australia. Equitable education of students with impairment is worldwide policy. Educational accountability for improvement of educational outcomes is also a worldwide phenomenon. The U.S., England and Australia are well placed economically and politically to pursue best educational practice for students with impairment and well advanced in both provision and educational accountability systems. Examining these three systems enables an analysis of possible optimal practices to guide other countries. The book identifies three models of impairment in place in legislation, policy and enacted practice for educational accountability with students with impairment. Intentions of legislation and policy reflect a social model of impairment-while an individual has an impairment, social practice creates the barrier that leads to a disability. In implementation, legislation and policy rely on a medical model of disability-categorizing disability in medical or specialist terms. In educational accountability practices, it is argued in this book, a third model of disability is created-a psychometric model, with impairment constructed through overemphasis on standardization of assessment processes. Eight explicit and implicit assumptions that underpin the ways students with impairment are valued in educational accountability are identified and discussed. Three recommendations are made to promote equitable inclusive educational accountability practices for students with impairment, to inform future policy and practice in all countries. 95 pp. Englisch, Books<

2012, ISBN: 9789400729346

[ED: Taschenbuch], [PU: Springer Netherland], In this book, the author Joy Cumming draws on knowledge of law, assessment and measurement to provide an original analysis of the inclusion o… More...

[ED: Taschenbuch], [PU: Springer Netherland], In this book, the author Joy Cumming draws on knowledge of law, assessment and measurement to provide an original analysis of the inclusion of students with impairment in educational accountability assessments in the U.S., England and Australia. Equitable education of students with impairment is worldwide policy. Educational accountability for improvement of educational outcomes is also a worldwide phenomenon. The U.S., England and Australia are well placed economically and politically to pursue best educational practice for students with impairment and well advanced in both provision and educational accountability systems. Examining these three systems enables an analysis of possible optimal practices to guide other countries. The book identifies three models of impairment in place in legislation, policy and enacted practice for educational accountability with students with impairment. Intentions of legislation and policy reflect a social model of impairment-while an individual has an impairment, social practice creates the barrier that leads to a disability. In implementation, legislation and policy rely on a medical model of disability-categorizing disability in medical or specialist terms. In educational accountability practices, it is argued in this book, a third model of disability is created-a psychometric model, with impairment constructed through overemphasis on standardization of assessment processes. Eight explicit and implicit assumptions that underpin the ways students with impairment are valued in educational accountability are identified and discussed. Three recommendations are made to promote equitable inclusive educational accountability practices for students with impairment, to inform future policy and practice in all countries., DE, [SC: 0.00], Neuware, gewerbliches Angebot, 95, [GW: 172g], Banküberweisung, PayPal, Sofortüberweisung<

2005, ISBN: 9789400729346

[ED: Taschenbuch], [PU: Springer-Verlag GmbH], Neuware - In this book, the author Joy Cumming draws on knowledge of law, assessment and measurement to provide an original analysis of the … More...

[ED: Taschenbuch], [PU: Springer-Verlag GmbH], Neuware - In this book, the author Joy Cumming draws on knowledge of law, assessment and measurement to provide an original analysis of the inclusion of students with impairment in educational accountability assessments in the U.S., England and Australia. Equitable education of students with impairment is worldwide policy. Educational accountability for improvement of educational outcomes is also a worldwide phenomenon. The U.S., England and Australia are well placed economically and politically to pursue best educational practice for students with impairment and well advanced in both provision and educational accountability systems. Examining these three systems enables an analysis of possible optimal practices to guide other countries. The book identifies three models of impairment in place in legislation, policy and enacted practice for educational accountability with students with impairment. Intentions of legislation and policy reflect a social model of impairment-while an individual has an impairment, social practice creates the barrier that leads to a disability. In implementation, legislation and policy rely on a medical model of disability-categorizing disability in medical or specialist terms. In educational accountability practices, it is argued in this book, a third model of disability is created-a psychometric model, with impairment constructed through overemphasis on standardization of assessment processes. Eight explicit and implicit assumptions that underpin the ways students with impairment are valued in educational accountability are identified and discussed. Three recommendations are made to promote equitable inclusive educational accountability practices for students with impairment, to inform future policy and practice in all countries., DE, [SC: 0.00], Neuware, gewerbliches Angebot, 235x155x5 mm, 95, [GW: 172g], Banküberweisung, PayPal, Offene Rechnung (Vorkasse vorbehalten)<

2012, ISBN: 9400729340

[EAN: 9789400729346], Neubuch, [PU: Springer Netherlands], BILDUNGSPOLITIK POLITIK BILDUNG ERZIEHUNGSWISSENSCHAFT PäDAGOGIK BILDUNGSMANAGEMENT MANAGEMENT EMPIRISCHE SOZIALFORSCHUNG AUS… More...

[EAN: 9789400729346], Neubuch, [PU: Springer Netherlands], BILDUNGSPOLITIK POLITIK BILDUNG ERZIEHUNGSWISSENSCHAFT PäDAGOGIK BILDUNGSMANAGEMENT MANAGEMENT EMPIRISCHE SOZIALFORSCHUNG AUSTRALIA C ENGLAND BILDUNGSWESEN U.S. ALTERNATIVE ASSESSMENTS EDUCATIONAL ACCOUNTABILITY LEGISLATION EDU, Makes an original contribution to policy and practices for the inclusion of students with disability in educational accountability Provides an international com, Books<