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ArtikelThe Measurement of Family Perspective on Extended School Year Practices With Students in Special Education  
Oleh: Lang, Margaret ; Sexton, David ; Luster, Jane Nell ; Sharpton, William R.
Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Educational and Psychological Measurement vol. 58 no. 3 (1998), page 511-519.
Topik: perspectives; school attendance; families & family life; students; special education; psychological tests
Fulltext: 511.pdf (840.36KB)
Ketersediaan
  • Perpustakaan Pusat (Semanggi)
    • Nomor Panggil: EE30.2
    • Non-tandon: 1 (dapat dipinjam: 0)
    • Tandon: tidak ada
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Isi artikelAlthough the provision of services beyond the traditional 180 - day school year to students with disabilities or extended school year (ESY) programs has become a major national issue, there is a paucity of investigations designed to measure family perspectives on what ESY practices have been experienced and subsequently viewed as efficacious. The purpose of this study was to obtain validity and reliability indexes for scores on a 12 - item scale developed as a result of a louisiana consent decree that mandated the development and monitoring of guidelines for the provision of ESY services. principal components analysis was conducted on the reponses of 128 families that contained a member potentially eligible for ESY services. Results indicated that a two - component model was both valid and interpretable. Cronbach's alphas for total scale scores and the two components indicated acceptable internal consistency reliability levels.
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