James E Ysseldyke
Biographic Data
| ID | 5380022 |
|---|---|
| NAME | James E Ysseldyke |
| GIVEN NAMES | James E |
| FAMILY NAME | Ysseldyke |
| SIGNATURE | YSSELDYKE J E |
| AFFILIATIONS | National Center on Educational Outcomes University of Minnesota |
| VERIFIED | No |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 4 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1982 |
| LATEST PUBLICATION YEAR | 1995 |
| H-INDEX | 1 |
A Comparison of Families of Students With and Without Disabilities Who Use Open Enrollment to Transfer Schools
Public school choice is among the strategies identified by national policymakers for improving education by the year 2000 and beyond. Despite the popularity of choice as an educational reform alternative, little is known about how choice operates nationally and what effects it may have in particular areas of the country with particular groups of students. A cross-sectional survey was conducted to identify reasons families chose to change schools …
Willing but Unable
Educational policymakers are moving away from examining the process of education to examining its results. In response to this change in focus, the National Center on Educational Outcomes (NCEO) has developed a school completion model of outcomes and indicators of these outcomes. This model contains eight domains (i.e., content areas). The purpose of this research was to examine the applicability of the model to (a) outcomes that states identify …
Mildly Handicapped Elementary Students' Opportunity to Learn during Reading Instruction in Mainstream and Special Education Settings
Patrick J. O'Sullivan, James E. Ysseldyke, Sandra L. Christenson, Martha L. Thurlow, Mildly Handicapped Elementary Students' Opportunity to Learn during Reading Instruction in Mainstream and Special Education Settings, Reading Research Quarterly, Vol. 25, No. 2 (Spring, 1990), pp. 131-146
The Spring Hill Symposium on the future of psychology in the schools
The Spring Hill Symposium on the future of psychology in the schools
Mildly Handicapped Elementary Students' Opportunity to Learn during Reading Instruction in Mainstream and Special Education Settings
Patrick J. O'Sullivan, James E. Ysseldyke, Sandra L. Christenson, Martha L. Thurlow, Mildly Handicapped Elementary Students' Opportunity to Learn during Reading Instruction in Mainstream and Special Education Settings, Reading Research Quarterly, Vol. 25, No. 2 (Spring, 1990), pp. 131-146
Willing but Unable
Educational policymakers are moving away from examining the process of education to examining its results. In response to this change in focus, the National Center on Educational Outcomes (NCEO) has developed a school completion model of outcomes and indicators of these outcomes. This model contains eight domains (i.e., content areas). The purpose of this research was to examine the applicability of the model to (a) outcomes that states identify …
The Spring Hill Symposium on the future of psychology in the schools
The Spring Hill Symposium on the future of psychology in the schools
Mildly Handicapped Elementary Students' Opportunity to Learn during Reading Instruction in Mainstream and Special Education Settings
Patrick J. O'Sullivan, James E. Ysseldyke, Sandra L. Christenson, Martha L. Thurlow, Mildly Handicapped Elementary Students' Opportunity to Learn during Reading Instruction in Mainstream and Special Education Settings, Reading Research Quarterly, Vol. 25, No. 2 (Spring, 1990), pp. 131-146
A Comparison of Families of Students With and Without Disabilities Who Use Open Enrollment to Transfer Schools
Public school choice is among the strategies identified by national policymakers for improving education by the year 2000 and beyond. Despite the popularity of choice as an educational reform alternative, little is known about how choice operates nationally and what effects it may have in particular areas of the country with particular groups of students. A cross-sectional survey was conducted to identify reasons families chose to change schools …
Willing but Unable
Educational policymakers are moving away from examining the process of education to examining its results. In response to this change in focus, the National Center on Educational Outcomes (NCEO) has developed a school completion model of outcomes and indicators of these outcomes. This model contains eight domains (i.e., content areas). The purpose of this research was to examine the applicability of the model to (a) outcomes that states identify …
Psychology (5 works) · Academic and Historical Perspectives in Psychology (2 works) · Applied Psychology (2 works) · Education Systems and Policy (2 works) · Engineering (2 works) · Medical education (2 works) · Medicine (2 works) · Pedagogy (2 works) · Political science (2 works) · School Choice and Performance (2 works)