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あ ぁ か が さ ざ た だ な は ば ぱ ま や ゃ ら わ ゎ ん い ぃ き ぎ し じ ち ぢ に ひ び ぴ み り う ぅ く ぐ す ず つ づ っ ぬ ふ ぶ ぷ む ゆ ゅ る え ぇ け げ せ ぜ て で ね へ べ ぺ め れ お ぉ こ ご そ ぞ と ど の ほ ぼ ぽ も よ ょ ろ を
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á à Á À é è É È ç Ç ê
Ä Ö Ü ä ö ü ß
ְ ֳ ֲ ֱ ָ ַ ֵ ֶ ִ ֹ ּ ֻ ׂ ׁ ּ פ ם ן ו ט א ר ק ף ך ל ח י ע כ ג ד ש ץ ת צ מ נ ה ב
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§ ※ ☆ ★ ○ ● ◎ ◇ ◆ □ ■ △ ▽ → ← ↑ ↓ ↔ 〓 ◁ ◀ ▷ ▶ ♤ ♠ ♡ ♥ ♧ ♣ ⊙ ◈ ▣ ◐ ◑ ▒ ▤ ▥ ▨ ▧ ▦ ▩ ♨ ☏ ☎ ☜ ☞ † ‡ ↕ ↗ ↙ ↖ ↘ ♭ ♩ ♪ ♬ ㉿ ㈜ № ㏇ ™ ㏂ ㏘ ℡ ＃ ＆ ＊ ＠ ª º
ⅰ ⅱ ⅲ ⅳ ⅴ ⅵ ⅶ ⅷ ⅸ ⅹ Ⅰ Ⅱ Ⅲ Ⅳ Ⅴ Ⅵ Ⅶ Ⅷ Ⅸ Ⅹ
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        Reading and Mathematics Achievement Gains of Kindergartners with and without Disabilities: Analyses of the Data from the Early Childhood Longitudinal Study Kindergarten Cohort (ECLS-K)

        김지련,정광희,조광순 한국유아특수교육학회 2011 유아특수교육연구 Vol.11 No.1

        Using the Early Childhood Longitudinal Study-Kindergarten cohort (ECLS-K), we examined the differences in achievement gains of students with and without disabilities (n=15,213) in the subject areas of reading and mathematics and the results revealed statistically significant differences (p<.01). For both reading and mathematics, students without disabilities made significantly more achievement gains during kindergarten (p<.01). By using hierarchical linear modeling (HLM), we found that children’s personal backgrounds (gender, ethnicity, and socioeconomic status) and teachers’ specific instructional approaches significantly influence children’s achievement gains in reading and mathematics (p<.05).

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        Stability of the IEP Status of Student’s in the United States: Analyses of the Early Childhood Longitudinal Study-Kindergarten Cohort

        김지련,John T. Foley 한국특수교육학회 2011 특수교육학연구 Vol.45 No.4

        The purpose of this study was to examine how school urbanicity, school size, family socioeconomic status, students’ gender, and students’ race/ethnicity impact the stability of students’ IEP status. The stability of students’ IEP status as well as the types of IEP status changes they experienced between kindergarten and fifth grade were examined in relation to their individual background characteristics and to the characteristics of the schools they attend. In this study, students who have had IEPs between kindergarten and fifth grade were classified into either a “maintained” group or a “declassified” group. The “maintained” group includes both students who maintained their IEP status from kindergarten through fifth grade and the students who did not have an IEP at kindergarten but gained one after kindergarten. The “declassified” group includes students who had their IEPs at kindergarten but were declassified between kindergarten and fifth grade. A logistic regression analysis of the data (n = 1,050) extracted from the Early Childhood Longitudinal Study Kindergarten Cohort (ECLS-K) Restricted‐Use dataset reveals that urban schools have a higher ratio of students who maintained or gained their IEP status between kindergarten and fifth grade than mid‐size suburban schools and small town/rural schools.

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