Issues in Educating Students with Disabilities

By Edward J. Kameenui; David Chard et al. | Go to book overview

TABLE 18.4
Goals and Standards for Responsible Educational Reform
Goals for Organizations
Provide information on instructional and assessment practices that have been proven
effective, or shown promise for further investigation.
Work to improve research support for dissemination of information about validated
educational practices and high-performing schools.
Avoid supporting popular beliefs that have not improved student achievement in the past.
Standards for Organizations
Support and encourage community review of any learning and instructional standards under
consideration.
Review education practices and tools to determine whether they are unproved innovations to
be evaluated, or effective practices to be emulated.
Identify and promote the development and use of valid and reliable assessment tools for
"high stakes" and other important evaluations.
Support identification and replication of validated tools and practices used in high-performing
schools.
Restructure or remove any barriers to the development of effective schools.
Promote systemic reform by identifying and promoting "best practices" and implementing
them.
Hold itself accountable by maintaining a clear focus on achievement

dence in it is to increase. On the other hand, confidence must begin to grow to motivate researchers and policymakers to expend the effort needed to address the shortcomings of research. In short, researchers and other groups must begin work concurrently to deal with shortcomings that undermine the value of research. Solutions to these problems will bring enormous benefits to teachers and students as well as society as a whole. Many more diverse learners, particularly students with disabilities, will thus meet higher social and academic performance standards.


ACKNOWLEDGMENT

This research was supported in part by Grant No. H180M10006-94, from the Office of Special Education Programs. The views expressed within this chapter are not necessarily those of the U.S. Department of Education.


REFERENCES

Atkinson R. C., & Jackson G. B.(Eds.).( 1992). Research and education reform: Roles for the Office of Educational Research and Improvement. Washington, DC: National Academy of Sciences.

Bick K., & Jackson G. B.( 1992). Research and education reform: Highlights and implications of a recent United States study. Paper prepared for the OECD/OERI International Seminar on Educational Research and Development.

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