In a community of practice, people come together to learn, share knowledge, and collaborate on a wide range of topics. Organizations can use these communities to support the needs and preferences of individual learners and build overall capacity.
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The second of three guides that address the 1997 Amendments to IDEA as they relate to the issue of functional behavioral assessment and positive behavioral interventions and supports.
Review of two approaches to measurement of resources in education: an accounting approach and a resource-based approach.
In this study, we explored potential reasons behind student omission of responses to assessment questions in the National Assessment of Educational Progress.
Team task analysis refers not only to an analysis of a team's tasks, but also to a comprehensive assessment of a team's teamwork requirements (i.e., knowledge, skill, ability, and attitude requirements). Like job analysis, team task analysis is important because it forms the foundation for team design, team performance measurement, and team training. Essentially, it is the building block for all "team" resource management functions.
This paper explores the ways the National Assessment of Educational Progress (NAEP) results might be communicated to its varied constituencies.
A brief summary of the research on violence prevention and intervention and crisis response in schools.
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.