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Does Anyone Care What Happens After the Refer-Test-Place Sequence: The Systematic Evaluation of Special Education Program Effectiveness
16 references·0 citing·43 second hop
Does Anyone Care What Happens After the Refer-Test-Place Sequence: The Systematic Evaluation of Special Education Program Effectiveness (1986)Does Anyone Care What Happens After the R…The educational researcher (2021)The educational researcherIssues in the classification of children (1992)Issues in the classification …Reading Instruction in Special Education Resource Rooms (1986)Reading Instruction in Specia…Investigating the Effectiveness of Special Education (1985)Investigating the Effectivene…Teacher as imperfect test: Reconceptualizing the referral process (1984)Teacher as imperfect test: Re…How to Write Effective Data-Based IEFs (1984)How to Write Effective Data-B…Assessment practices in special education: Adequacy and appropriateness (1984)Assessment practices in speci…LD and Non-LD students' Opportunities to Learn (1983)LD and Non-LD students' Oppor…The Handbook of School Psychology (1982)The Handbook of School Psycho…Placing children in special education : a strategy for equity (1982)Placing children in special e…Identifying Valid Measures of Reading (1982)Identifying Valid Measures of…The Efficacy of Special Versus Regular Class Placement for Exceptional Children: a Meta-Analysis (1980)The Efficacy of Special Versu…Consistency of administrators' and psychologists' actual and ideal perceptions of school psychologists' activities (1979)Consistency of administrators…Psychological and educational assessment of minority children (1977)Psychological and educational…School psychologists' services in special education programs (1975)School psychologists' service…Two dimensions of tests: Psychometric and edumetric. (1974)Two dimensions of tests: Psyc…Antecedent probability and the efficiency of psychometric signs, patterns, or cutting scores. (1955)Teacher-student relationships: causes and consequences (1974)Research on Teachers' Pedagogical Thoughts, Judgments, Decisions, and Behavior (1981)The Special Education Paradox: Equity as the Way to Excellence (1991)The Effects of African American Movement Styles on Teachers' Perceptions and Reactions (2003)Unproven Links (2005)Problems in Measuring Change (1965)EQUALITY OF EDUCATIONAL OPPORTUNITY (1968)Testing for competence rather than for "intelligence." (1973)Criterion-Referenced Testing and Measurement: A Review of Technical Issues and Developments (1978)Experiments Relating Teachers' Use of Higher Cognitive Questions to Student Achievement (1979)Measuring knowledge of natural selection: A comparison of the CINS, an open‐response instrument, and an oral interview (2008)A Coefficient of Agreement for Nominal Scales (1960)A Model of School Learning (1963)School Response to Reading Failure: Instruction for Chapter 1 and Special Education Students in Grades Two, Four, and Eight (1989)Peer‐Assisted Learning Strategies for First‐Grade Readers: Responding to the Needs of Diverse Learners (1998)Reading Instruction for Students with LD and EBD (2002)A Model of School Learning (2014)The teacher's word book of 30,000 words. (1945)The Peabody Individual Achievement Test (1974)Behavioral Assessment (1988)The Validity of Informal Reading Comprehension Measures (1988)Formative Evaluation of Academic Progress: How Much Growth Can We Expect? (1993)Pygmalion in the classroom (1968)How Much Can We Boost IQ and Scholastic Achievement (1969)Research in Education (1970)Inclusive Schools Movement and the Radicalization of Special Education Reform (1994)Mapping the Process: An Exemplar of Process and Challenge in Grounded Theory Analysis (2005)Achieving Equity in Special Education: History, Status, and Current Challenges (2008)Classification of Childhood Psychopathology: A Developmental Perspective (1984)Validity of the distinction between generalized social phobia and avoidant personality disorder. (1992)Classification of Child and Adolescent Psychopathology (1996)Interpreting Outcomes of Social Skills Training for Students with High-Incidence Disabilities (2001)The Evolution of Discipline Practices: School-Wide Positive Behavior Supports (2002)The Effects of a Mindfulness-Based Education Program on Pre- and Early Adolescents’ Well-Being and Social and Emotional Competence (2010)I. Validity of WISC-R factor scores in predicting achievement and attention for four sociocultural groups (1979)Ethnocultural and linguistic bias in mental health evaluation of Hispanics. (1987)Bias in Psychological Assessment: An Empirical Review and Recommendations (2003)Syntheses of educational productivity research (1987)Overrepresentation of Minority Students in Special Education (1994)Situated Cognition and the Culture of Learning (1989)Qualitative Studies in Special Education (2005)An Introduction to Qualitative Research (2009)
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References

  • 2021The educational researcher3,059 cited
  • 1982The Handbook of School Psychology1,862 cited
  • 1982Placing children in special education : a strategy for equity511 cited
  • 1982Identifying Valid Measures of Reading463 cited
  • 1980The Efficacy of Special Versus Regular Class Placement for Exceptional Children: a Meta-Analysis399 cited
  • 1992Issues in the classification of children285 cited
  • 1984Teacher as imperfect test: Reconceptualizing the referral process264 cited
  • 1974Two dimensions of tests: Psychometric and edumetric.217 cited
  • 1986Reading Instruction in Special Education Resource Rooms177 cited
  • 1977Psychological and educational assessment of minority children123 cited
  • 1979Consistency of administrators' and psychologists' actual and ideal perceptions of school psychologists' activities65 cited
  • 1984Assessment practices in special education: Adequacy and appropriateness56 cited
  • 1984How to Write Effective Data-Based IEFs52 cited
  • 1985Investigating the Effectiveness of Special Education49 cited
  • 1975School psychologists' services in special education programs42 cited

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1983
LD and Non-LD students' Opportunities to Learn
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