No abstract

This study evaluated the transition component of the individualized education programs (IEPs) of 94 high school students between the ages of 18 and 21—students with learning disabilities, mild mental retardation, moderate mental retardation, and emotional/behavioral disorders. The study examined the format of the transition component document, compliance with the mandates of the Individuals with Disabilities Education Act (IDEA), and reflections of best practices, as well as the differences in these aspects of IEP transition components among disability groups. Results indicated that although the majority of the transition components complied with IDEA's mandate, they lacked many of the essential elements reflective of best practices in transition.

and his colleagues Remmers and Brandenburg 1927). Centra (1993) divided the body of work on student evaluation of college teaching (SET) into the following four historical time frames:1. 1927-60 was dominated by the work of Remmers and his colleagues at Purdue University who developed the Purdue Rating Scale for Instructors and conducted early psychometric analyses to support what was, at the time, quite an innovative method of evaluation (Remmers 1927).2. During the 1960s, the use of student evaluations was almost entirely voluntary.3. The 1970s were considered the "golden age of research" on student evaluations and extended the earlier work to demonstrate the validity and utility of student ratings for both formative and summative purposes. 134 COLLEGE TEACHING T Downloaded by [Nova Southeastern University] at 23:15 27 December 2014 Vol. 52/No. 4 Further research on contextual variables and SETs: What do written comments reveal about the SETs? Do students comment on factors that are out of control of the instructor (e.g., climate of the room, time of class meeting, technical problems, etc.)? Downloaded by [Nova Southeastern University] at 23:15 27 December 2014