ERIC Number: EJ807045
Record Type: Journal
Publication Date: 2005
Pages: 10
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1049-7315
EISSN: N/A
Knowledge Gaps among School Staff and the Role of High Quality Ecological Assessments in Schools
Bowen, Natasha K.; Powers, Joelle D.
Research on Social Work Practice, v15 n6 p491-500 2005
Objective: The purpose of the current study was to examine the practice validity of a new ecological assessment instrument for third through fifth graders in terms of whether it provided school staff with new knowledge about students. Method: Preassessment knowledge of school staff was compared to data obtained from 21 children and their parents on 29 measures. Data were collected using the Elementary School Success Profile. School staff preassessment knowledge was compared to obtained data across seven domains of children's lives (neighborhood, school, family, peers, parent educational involvement, well-being, and home behavior), data sources (child and parent), and grade level of students. Results: Preassessment knowledge was not highly correlated with obtained data; preassessment expectations matched obtained data only about 41% of the time, and knowledge varied by domain, source, and grade level. Conclusions: Ecological assessments can address gaps in school staff's knowledge of targetable factors that influence the success of students. (Contains 3 tables.)
Descriptors: Grade 5, Grade 3, Grade 4, Elementary School Students, Environmental Influences, Neighborhoods, Family Influence, Peer Influence, Parent Influence, Parent Participation, Well Being, Family Environment, Student Behavior, Age Differences, Parent Attitudes, Attitude Measures, Student Attitudes, Evaluation Methods, Success, Test Validity
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Grade 3; Grade 4; Grade 5
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A