Instructional planning: information collected by school psychologists vs. information considered useful by teachers

Martha L. Thurlow, James E. Ysseldyke

Research output: Contribution to journalArticle

20 Scopus citations

Abstract

A limited national sample of 49 school psychologists and 30 regular education teachers provided information on assessment for the purpose of instructional planning. School psychologists listed the types of information they most often collected for this purpose and teachers listed the types of information considered most useful for this purpose. While some indications of agreement were found between school psychologists and teachers, there were also several inconsistencies in the views of the two groups regarding assessment procedures for instructional planning. The findings are discussed in light of empirical evidence on the contribution of various types of assessment data to instructional planning.

Original languageEnglish (US)
Pages (from-to)3-9
Number of pages7
JournalJournal of School Psychology
Volume20
Issue number1
DOIs
StatePublished - Jan 1 1982

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