20/20 Analysis: taking a close look at the margins.

IF 2.2 3区教育学 Q1 EDUCATION, SPECIAL

Exceptional Children Pub Date : 1993-02-01 DOI:10.1177/001440299305900402

M C Reynolds, A G Zetlin, M C Wang

引用次数: 29

Abstract

This article presents "20/20 Analysis" as an experimental, output-oriented, noncategorical alternative to traditional approaches to identification of students for special education. 20/20 Analysis identifies students showing least (below 20th percentile) and most (above 80th percentile) progress toward important objectives of education in a school. The situation of each student in low 20% and high 20% groups is then examined as a basis for broad (noncategorical) approaches to improvement of learning opportunities. Case studies of two schools are present. Policy implications are considered briefly.

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20/20分析:密切关注利润率。

本文将“20/20分析”作为一种实验性的、以产出为导向的、非分类的方法来替代传统的识别特殊教育学生的方法。20/20分析确定在学校的重要教育目标上进步最少(低于第20百分位)和最多(高于第80百分位)的学生。然后检查低20%和高20%组的每个学生的情况，作为改善学习机会的广泛(非分类)方法的基础。介绍了两所学校的案例研究。简要地考虑了政策影响。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Exceptional Children Multiple-

CiteScore

5.90

自引率

14.30%

发文量

期刊介绍： Exceptional Children, an official journal of The Council for Exceptional Children, publishes original research and analyses that focus on the education and development of exceptional infants, toddlers, children, youth, and adults. This includes descriptions of research, research reviews, methodological reviews of the literature, data-based position papers, policy analyses, and registered reports. Exceptional Children publishes quantitative, qualitative, and single-subject design studies.