 |
|
| EMPIRICAL METHODS FOR EVALUATING EDUCATIONAL INTERVENTIONS
| |
| | |
|
|
To order this title, and for more information, click here
Edited By
Gary Phye, Iowa State University, Ames, U.S.A.
Daniel Robinson, University of Texas, Austin, U.S.A.
Joel Levin, University of Arizona, Tuscon, U.S.A.
Included in series
Educational Psychology,
Description
New US government requirements state that federally funded grants and school programs must prove that they are based on scientifically
proved improvements in teaching and learning. All new grants must show they are based on scientifically sound research to be funded,
and budgets to schools must likewise show that they are based on scientifically sound research. However, the movement in education over
the past several years has been toward qualitative rather than quantitative measures. The new legislation comes at a time when researchers
are ill trained to measure results or even to frame questions in an empirical way, and when school administrators and teachers are no
longer remember or were never trained to prove statistically that their programs are effective.
Experimental Methods for Evaluating
Educational Interventions is a tutorial on what it means to frame a question in an empirical manner, how one needs to test that
a method works, what statistics one uses to measure effectiveness, and how to document these findings in a way so as to be compliant
with new empirically based requirements. The book is simplistic enough to be accessible to those teaching and administrative educational
professionals long out of schooling, but comprehensive and sophisticated enough to be of use to researchers who know experimental design
and statistics but don't know how to use what they know to write acceptable grant proposals or to get governmental funding for their
programs.
Audience
Educational researchers and administrators as well as teachers from all levels of education.
Contents
Part I: Framing Educational Research Inquiry to Meet Today's Realities
.J.R. Levin, Randomized Classroom Trials
on Trial.V.F. Reyna, The No Child Left Behind Act, Scientific Research and Federal Education Policy: A View from Washington,
D.C.D.F. Halpern, Dissing Science: Selling Scientifically Based Practices to a Nation that Distrusts Science.R.E. Mayer,
The Failure of Educational Research to Impact Educational Practice: Six Obstacles to Educational Reform.
Part II: Basic Issues
When Addressing Human Behavior: An Experimental Research Perspective
.J.C. Valentine and H.M. Cooper, Can We Measure
the Quality of Causal Research in Education?J. D'Agostino, Measuring Learning Outcomes: Reliability and Validity Issues.J.T.
Behrens and D.H. Robinson, the Micro and Macro in the Analysis and Conceptualization of Experimental Data.
Part III: Producing
Credible Applied Educational Research
.R. Boruch, Beyond the Laboratory or Classroom: The Empirical Basis of Educational
Policy.G.D. Phye, Academic Learning and Academic Achievement: Correspondence Issues.A.M. O'Donnell, Experimental
Research in Classrooms.S. Graham, K.H. Harris and J. Zito, Promoting Internal and External Validity: A Synergism of Laboratory-Like
Experiments and Classroom-Based Self-Regulated Strategy Development Research.
| Bibliographic details |
Hardbound, 304 pages, publication date: MAR-2005
ISBN-13: 978-0-12-554257-9
ISBN-10: 0-12-554257-7
Imprint: ACADEMIC PRESS
|
| Price and Ordering |
Price:
EUR 75.95
USD 94.95
GBP 64
|  |
Books and book related electronic products are priced in US dollars (USD), euro (EUR), and Great Britain Pounds (GBP). USD prices apply to the Americas and Asia Pacific. EUR prices apply in Europe and the Middle East. GBP prices apply to the UK and all other countries.
|
See also information about conditions of sale & ordering procedures, and links to our regional sales offices.
|
095/953
Last update: 5 Sep 2009
|
|
| |
| | |
|
|
| |
Home | Elsevier Sites | Privacy Policy | Terms and Conditions | Feedback | Site Map | A Reed Elsevier Company