A brief summary of the research on violence prevention and intervention and crisis response in schools.
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This paper explores the application of finite population correction factors to the between-school component of variance and examines how this might effect sample size requirements in the types of states that currently require exemptions from the minimum sample requirements for the state NAEP.
This report examines the potential of adaptive testing, two-?stage testing in particular, for improving the data quality of the National Assessment of Educational Progress.
The analyses presented in this report address the following question: How much more or less does it cost to provide the same levels of educational resources across different geographic locations in the United States? To answer this question, the report develops a comprehensive geographic cost-of-education index for school services and resources that focuses on the prices of the inputs (personnel and nonpersonnel items used in the provision of school services) purchased by schools. The approach offered in this report is unique. It builds on previous work by Chambers in which the NCES Schools and Staffing Survey (SASS) for 1990-91 is used to develop a teacher cost index.
The purpose of this report is to suggest ways to improve the school staffing information gathered through SASS. Spending on school-level personnel, including employees and personnel service providers, accounts for more than 85 percent of the expenditures at the school site. Obtaining better information on school staff can provide insights into the patterns of resource allocation in schools and the access of children to instructional and related services.
The purpose of this report is to develop an inflationary cost-of-education index that improves upon measures of inflation previously proposed and used by researchers in the field. This report presents a comprehensive measure of inflation for the prices of school inputs. The methodological approach builds on the same hedonic wage model used in previous work by Chambers (1995b) to develop a geographic cost-of-education index.
This study investigates the amount of uncertainty added to NAEP estimates by equating error under both ideal and less than ideal circumstances.
The authors of this paper provide a summary overview of what is already known and what is needed to learn about item types for future NAEP assessments.
According to Cannon-Bowers et al., shared mental models are organized bodies of knowledge that are shared across members of a team. They suggest that such models have the potential to affect teamwork at two levels. First, when communication channels are limited, shared mental models enable team members to anticipate other team member behaviors and information requirements. Second, shared mental models of a team task enable team members to perform team functions from a common frame of reference. Recent work, presented in this volume, is directly related to our first principle. Of these chapters, Dickinson and McIntyre focus on team knowledge and attitudes, and Kraiger and Wenzel focus on team mental models.