Question:
I wish you happy hollidays, and I want to ask your help.I'm doing a bibliographic search about the dimensions considered in thediscussion of quality of education (from 1990). Does anybody know somepublished materials regarding these subjects?.
I write from Temuco, Chile. We are far from any good library, and Iwould like to make a search in ERIC Database or PSYCHinfo (or somethinglike that). I used to search at acsnet.syr.edu through SUINFO in ERICDatabase, but today there was no connection.Anybody knows how to do these searchs, and where?
Answer:
I looked quickly on ERIC and found these references from 1990-1993.I used "quality indicators" for the search because you seemed tobe interested in measurement.
For example: Kleinert, Harold L., et al. QUALITY PROGRAM INDICATORS MANUAL FOR STUDENTS WITH MODERATE AND SEVERE HANDICAPS. KENTUCKY SYSTEMS CHANGE PROJECT. Kentucky State Dept. of Education, Frankfort. Bureau of Education for Exceptional Children. Jun 1990. 98 p. LOCATION: Education Library - ERIC microfiche collection, ED354680
This document presents a "Quality Program Indicators Checklist" developed withthe goal of program improvement in classrooms for students in Kentucky withmoderate and severe handicaps. The checklist evaluates program effectiveness insix component areas: (1) integration (interaction opportunities and teacherbehaviors supportive of integration and individual integrated studentoutcomes); (2) functional curriculum (local catalog of age-appropriateactivities, parent participation, assessment, and Individualized EducationProgram goals); (3) systematic instructional procedures (individualizedinstruction, program data analysis, social behavior change programs, programmanagement and environmental design); (4) community-based instructionalprograms (goal selection, frequency, implementation, and emergency procedures);(5) transdisciplinary services and integrated therapy (block scheduling,assessment, embedded related services objectives, integrated service delivery,integration of adaptations, consultation and role release, information exchangeand team meetings, and implementation issues); and (6) vocational instructionand Individual Transition Plans. For each component there is a briefintroduction and rationale for that model component, followed by a set of bestpractice indicators or measures. Each measure has a data source and criteriafor exemplary implementation. The quality indicators are correlated withestablished Kentucky curriculum goals and with findings of the schooleffectiveness movement for all students. (References are provided for eachcomponent area.)
