WorldCat Identities

California Educational Research Cooperative

Overview
Works: 27 works in 30 publications in 1 language and 45 library holdings
Genres: Periodicals 
Classifications: LB1029.N6,
Publication Timeline
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Most widely held works about California Educational Research Cooperative
 
Most widely held works by California Educational Research Cooperative
Vertical articulation for the middle grades by David Hough( Book )

1 edition published in 1993 in English and held by 3 WorldCat member libraries worldwide

The junior high school, typically grades 7-8 or 7-9, offers a program that is "not-quite-yet-but-trying-to-be" a high school. The organization of the middle school (commonly the grades 6-8), however, is based on a philosophy of education that was specifically designed to meet the special needs of a preadolescent learner; middle schools incorporate unique curricula to better effect the transition between elementary and high school programs, rather than attempt to approximate one or the other. Many educators, perceiving junior highs as a "failed" promise, have turned to the middle school philosophy as an affirmation of a higher level of commitment. Indeed, since 1964, the number of new middle schools replacing traditional junior highs has progressively increased. A review of research on middle-level education indicates that: (1) although primarily an administrative concern driven by attendance boundaries, grade level organization had little impact on middle-level students' academic achievement; and (2) the terms "junior high school" and "middle school" do not define a school's program. Additionally, the effective schools research has given rise to discriminant analyses of effective middle school variables and allowed researchers to identify those characteristics most commonly found within "exemplary" middle schools. (159 references) (km)
A review of the literature on combination classes by DeWayne A Mason( Book )

1 edition published in 1994 in English and held by 3 WorldCat member libraries worldwide

Teachers' views about combination classes by DeWayne A Mason( Book )

1 edition published in 1993 in English and held by 3 WorldCat member libraries worldwide

Assessment in the schools : paradigms, promises, and realities by Mahna Thomas Schwager( Book )

1 edition published in 1994 in English and held by 2 WorldCat member libraries worldwide

CERC newsletter( )

in English and held by 2 WorldCat member libraries worldwide

School district system reform : a case study of strategic planning, site-based management, and outcome based education in Victor Elementary School District by Douglas E Mitchell( Book )

1 edition published in 1993 in English and held by 2 WorldCat member libraries worldwide

If restructuring is the solution, what is the problem? by Thomas Timar( Book )

2 editions published in 1992 in English and held by 2 WorldCat member libraries worldwide

How elementary principals assign teachers and students to combination classes by Robert R Burns( Book )

1 edition published in 1993 in English and held by 1 WorldCat member library worldwide

Professional and institutional perspectives on interagency collaboration by Douglas E Mitchell( Book )

1 edition published in 1993 in English and held by 1 WorldCat member library worldwide

Middle level education in California : a survey of programs and organization by David L Hough( Book )

1 edition published in 1989 in English and held by 1 WorldCat member library worldwide

The second in a four-phase research project, this report presents data from a stratified random sample of California middle schools using four grade span configurations (k-8, 6-8, 7-8, and 7-9). This phase, a pilot study, is designing a methodology to help researchers discriminate among the number, percentage, and types of programs offered by the various organizational patterns. The research is intended to assist policymakers confronted with implementation decisions regarding middle level programs. Report data were developed through telephone interviews; 37 schools participated, for a response rate of 92.5 percent. The middle school program components studied included personnel, curricular practices and offerings, clubs and activities, athletics, and facilities. Results showed that the needs of children "caught in the middle" ("transescents") must be considered in relation to studies and activity programs, the services offered, and certain intangible or "hidden" program elements (social interactions, teachers's implied actions, and physical environment effects). Numerous grade organization patterns have proved successful. What works in one location may not succeed in another. Only the school community can decide the "best" grouping. Future research should focus on program effectiveness relative to "transescents'" needs and to goals established by the individual school. Policymakers should explore various alternative programs and practice modifications, regardless of the grade spans adopted. (Eight references) (mlh)
A district implementation of performance-based and portfolio assessment for compensatory education students by Catherine D Colwell( Book )

1 edition published in 1993 in English and held by 1 WorldCat member library worldwide

A review of research on parental choice in education by Rodney T Ogawa( Book )

1 edition published in 1993 in English and held by 1 WorldCat member library worldwide

Educational indicators : what are they? : How can schools and school districts use them? by Rodney T Ogawa( Book )

2 editions published in 1998 in English and held by 1 WorldCat member library worldwide

This paper provides local educators and policy makers with information about educational indicators and their use. It opens by briefly tracing the history of the educational indicators movement in the United States and then addresses four critical issues or questions about indicators and their use: What is an indicator and an indicator system? How can indicators and indicator systems be used? How do you identify indicators and decide which will be included in an indicator system? And Who needs to be involved? The report examines numerous ways in which indicators can be used: (1) describe problems quickly and clearly; (2) help in monitoring and accountability; (3) assist with evaluations; (4) inform system improvement; and (5) advance policy agendas. The article discusses which indicators should be included and describes how to use models to select the appropriate indicator systems. Also discussed are ways to use frameworks to construct indicator systems, tips on deciding how many indicators to employ in a system, suggestions for developing criteria for judging indicators, advice on using indicator systems' predictive and descriptive capabilities, and information on choosing how to use an indicator system. The paper closes with a discussion of the implications associated with the use of an indicator system. (Contains 55 references.) (Rjm)
Early school leaving in America : a review of the literature, a report by Irving G Hendrick( Book )

1 edition published in 1989 in English and held by 1 WorldCat member library worldwide

The Impact of California's Special Education Pre-Referral Interventions and Alternative Assessments on Ethno-Linguistically Diverse Students: ATechnical Report of the Feasibility Study, Phase I, Contract One by Ronald J Powell( Book )

1 edition published in 1991 in English and held by 1 WorldCat member library worldwide

This report documents efforts to develop instruments for data-gathering and to train field staff in the use of the instruments, as part of a feasibility study designed to validate a conceptual framework that describes the elements of California's special education prereferral and alternative assessment procedures for ethno-linguistically diverse students at the elementary level. The conceptual framework identifies the prereferral intervention process as a multi-channel student flow system through which a student at risk who is experiencing problems with learning academic skills is reviewed and placed in one of the following six categories of program and/or placement modifications: (1) return the student to the originating mainstream teacher; (2) reassign the student to another classroom; (3) adjust environmental factors; (4) provide remedial instruction services; (5) provide ongoing support services; and (6) refer student directly for special education assessment and placement. It is hypothesized that the frequency with which students at risk are channeled into each of the six outcome categories is predicted by eight factors representing various demographic and individual student characteristics such as problem etiology and diagnosis, family and demographic characteristics, school climate and culture, and service availability. Ten original instruments were developed to gather data to test these hypotheses, and other existing instruments were incorporated into the instrumentation package. Copies of the forms are provided. (17 references) (jdd)
Quality and effectiveness of California's regional occupational centers and programs : a research study : executive summary by Douglas E Mitchell( Book )

1 edition published in 1989 in English and held by 1 WorldCat member library worldwide

School Staff and Parent Evaluations of California's Resource Specialist Programs by Jeffrey Brad Hecht( Book )

1 edition published in 1990 in English and held by 1 WorldCat member library worldwide

During 1989 more than 23,000 parents and educators representing 429 California schools returned surveys as a part of a triennial evaluation of special education. The surveys addressed three purposes: (1) overall assessment of the California Resource Specialist programs (designed to serve learning disabled students with a combination of regular classroom support and special "pullout" services); (2) identification of underlying themes and common perspectives within the evaluation data; and (3) determination of the extent to which response factors are able to predict student achievement and resource specialist program characteristics. Data from 5 of the 11 survey forms were analyzed in this report, including: educator opinions on overall school functioning and approval; parental opinions toward the school and the Resource Specialist program; educator views of the type, quantity, and quality of staff development activities; and perceptions of the effectiveness of the Resource Specialist Program in achieving program exit for participating students. Both parents and educators gave the program a strongly positive evaluation. Educators throughout California seem convinced that resource rooms support classroom success for special education students. According to parents, good schools are organizationally effective and stress shared instructional involvement and academic concerns for all children. Professional educators interpret the general school programs along three dimensions: principal leadership, effective classroom practices, and effective teaching strategies. Sources of program success, prediction of resource specialist outcomes, alternative goals, and policy implications are also discussed. There are 41 tables, 9 figures and two appendices containing surveys and results. (Mlh)
Early primary education survey conducted for RIMS region and Riverside County office of education : a technical report by Linda D Scott( Book )

1 edition published in 1992 in English and held by 1 WorldCat member library worldwide

Describes results of survey on primary education sent to school districts in Inyo, Mono, Riverside, and San Bernardino counties
Parent and community satisfaction with public education : a survey of parents and citizens in three CERC school districts by Douglas E Mitchell( Book )

1 edition published in 1992 in English and held by 1 WorldCat member library worldwide

Evaluation of English language development programs in the Santa Ana Unified School District : a report on data system reliability and statistical modeling of program impacts by Douglas E Mitchell( Book )

1 edition published in 1997 in English and held by 1 WorldCat member library worldwide

In response to concern about the effectiveness of programs for English-as-a-Second-Language students in California's schools, the Santa Ana Unified School District, in which over 80 percent of students are limited-English-proficient (lep) conducted a study of both the operations and effectiveness of the district's language development program, using data accumulated over several years. The findings, documented in this report, cover five broad areas: information system reliability; language development services for lep students; development of English fluency; impacts on reading and mathematics achievement; and an analysis of school attendance data. The report concludes with 14 recommendations for action in three areas: improving language development program effectiveness; improving data systems operations; and further study. Appended materials detail the technical aspects of the study. Contains 35 references. (Mse)
 
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Audience Level
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Audience level: 0.68 (from 0.37 for Early prim ... to 0.84 for Evaluation ...)

Associated Subjects
Ability grouping in education Academic achievement Academic achievement--Evaluation Achievement motivation in children California California, Southern California Educational Research Cooperative California--Jurupa California--Riverside County California--San Bernardino County California--Santa Ana California--Victorville Children with mental disabilities--Education (Elementary) Combination of grades Community and school County school systems--Evaluation Curriculum evaluation Early childhood education Education, Bilingual Education, Primary Education--Aims and objectives Educational change Educational tests and measurements--Evaluation Education and state Education--Curricula--Study and teaching Education--Parent participation Education--Research Elementary school principals--Attitudes English language--Study and teaching--Foreign speakers High school dropouts--Prevention Junior high schools--Study and teaching Learning disabled children--Education Learning disabled children--Education (Elementary) Middle schools--Evaluation Middle schools--Study and teaching Motivation in education Nongraded schools Portfolios in education Problem children--Education (Elementary) Resource programs (Education)--Evaluation School-based management School choice School management and organization School management and organization--Evaluation School management and organization--Study and teaching Special education Special education--Evaluation Teachers--Attitudes United States Vocational education
Alternative Names
CERC

University of California, Riverside. California Educational Research Cooperative

Languages
English (25)