Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

CiteULike is a free service for managing and discovering scholarly references - click here to get started.

Sign In to gain access to subscriptions and/or personal tools.
Research on Social Work Practice
This Article
Right arrow Full Text (PDF)
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Similar articles in Web of Science
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via Web of Science (1)
Right arrow Citing Articles via Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Bowen, N. K.
Right arrow Articles by Powers, J. D.
Right arrow Search for Related Content
Social Bookmarking
Add to CiteULike   Add to Complore   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

Knowledge Gaps Among School Staff and the Role of High Quality Ecological Assessments in Schools

Natasha K. Bowen

Joelle D. Powers

University of North Carolina at Chapel Hill

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.

Key Words: elementary school • assessment • school-based practice • school success • evidence-based practice

Research on Social Work Practice, Vol. 15, No. 6, 491-500 (2005)
DOI: 10.1177/1049731505275553
Add to CiteULike CiteULike   Add to Complore Complore   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?