Your search found 12 results.

Descriptors:
Educational Diagnosis; Formative Evaluation; Performance Based Assessment; Classroom Observation Techniques; Student Evaluation; Achievement Gains; Grade 5; Grade 6

Abstract:
In this article, we provide empirical evidence on the utility of a teacher-mediated diagnostic classroom assessment intervention for identifying and addressing learning gaps in learner domains. Early results, based on 11 treatment and 27 comparison classes with 381 students and 38 teachers overall, indicated positive changes in teachers' assessment practices and attitudes, with corresponding student achievement gains. Supplementary observations pointed to challenges in creating a learning-centered assessment culture in schools operating under a high stakes assessment climate. We situated the findings in existing research evidence on formative classroom assessment, test-driven school reforms, and the currently available body of knowledge on how individuals learn, and argue for more proximally conducted formative assessment by teachers to address learner needs and achievement gaps in subject area domains. (Contains 2 figures and 6 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Theory Practice Relationship; Program Effectiveness; Program Evaluation; Evaluation Criteria; Inferences; Synthesis; Evaluation Research; Data Interpretation

Abstract:
Traditional methods for preparing systematic reviews and syntheses of effectiveness studies rely on a limited set of methodological criteria to include studies that measure and report effects too narrowly to forward the mission of evidence-based practice. This article discusses why and how the criteria for study selection, evidence screening, and synthesis need to be broadened when education programs are investigated for effects. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Program Effectiveness; Research Methodology; Educational Research; Research Design; Program Evaluation; Community Programs; Literature Reviews; Evaluation Methods; Intervention

Abstract:
This article argues with a literature review that a simplistic distinction between strong and weak evidence hinged on the use of randomized controlled trials (RCTs), the federal "gold standard" for generating rigorous evidence on social programs and policies, is not tenable with evaluative studies of complex, field interventions such as those found in education. It introduces instead the concept of grades of evidence, illustrating how the choice of research designs coupled with the rigor with which they can be executed under field conditions, affects evidence quality progressively. It argues that evidence from effectiveness research should be graded on different design dimensions, accounting for conceptualization and execution aspects of a study. Well-implemented, phased designs using multiple research methods carry the highest potential to yield the best grade of evidence on effects of complex, field interventions. (Contains 2 figures and 3 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Longitudinal Studies; Kindergarten; Grade 1; Early Reading; Reading Achievement; African American Children; Teacher Certification; Poverty; Class Size; Correlation; Ethnic Groups; Cohort Analysis; Gender Differences; Whites

Abstract:
This study estimated reading achievement gaps in different ethnic, gender, and socioeconomic groups of 1st graders in the U.S. compared with specific reference groups and identified statistically significant correlates and moderators of early reading achievement. A subset of 2,296 students nested in 184 schools from the Early Childhood Longitudinal Study (ECLS) kindergarten to 1st-grade cohort were analyzed with hierarchical linear models. With child-level background differences controlled, significant 1st-grade reading differentials were found in African American children (-0.51 SD units below Whites), boys (-0.31 SD units below girls), and children from high-poverty households (-0.61 to-1.0 SD units below well-to-do children). In all 3 comparisons, the size of the reading gaps increased from kindergarten entry to 1st grade. Reading level at kindergarten entry was a significant child-level correlate, related to poverty status. At the school level, class size and elementary teacher certification rate were significant reading correlates in 1st grade. Cross level interactions indicated reading achievement in African American children was moderated by the schools students attended, with attendance rates and reading time at home explaining the variance. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Research Methodology; Multitrait Multimethod Techniques; Qualitative Research; Statistical Analysis; Elementary Education; After School Programs; Supplementary Education; Teacher Attitudes; Federal Legislation

Abstract:
The No Child Left Behind (NCLB) Act of 2001 requires that public schools adopt research-supported programs and practices, with a strong recommendation for randomized controlled trials (RCTs) as the "gold standard" for scientific rigor in empirical research. Within that policy framework, this paper compares the relative utility of federally-recommended RCT versus the demonstrated "extended term mixed-method" (ETMM) designs as options for monitoring effects of novel programs in real-time field settings. Guided by the program's theory of action, a year-long, two-phase study was conducted to monitor the context, processes and early outcomes of an after-school supplemental program in a New York elementary school. In both phases, the design combined a matched-groups, quasi-experiment with qualitative classroom observations and descriptive surveys. Early findings showed some positive, albeit "gross" program effects. Although findings are tentative, the ETMM approach enhanced interpretations by shedding light on relevant environmental variables, causes for program instabilities and sample attrition, and factors affecting treatment fidelity and scaling-up of the program beyond the pilot year. (Contains 3 figures, 18 tables, and 1 footnote.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

 ERIC Full Text (272K) |  More Info:
Help Find in a Library

Descriptors:
Hispanic Americans; African Americans; Class Size; Poverty; Mathematics Achievement; Academic Achievement; School Size; Teacher Certification; Grade 1; Correlation; Achievement Gap; Parent Child Relationship; Reading Aloud to Others; Scores; Elementary School Teachers; Gender Differences; Statistical Analysis

Abstract:
In light of the NCLB Act of 2001, this study estimated mathematics achievement gaps in different subgroups of kindergartners and first graders, and identified child- and school-level correlates and moderators of early mathematics achievement. A subset of 2300 students nested in 182 schools from the Early Childhood Longitudinal Study K-First Grade data set was analyzed with hierarchical linear models. Relative to school mean estimates at the end of kindergarten, significant mathematics achievement gaps were found in Hispanics, African Americans and high poverty students. At the end of Grade 1, mathematics gaps were significant in African American, high poverty, and female subgroups, but not in Hispanics. School-level correlates of Grade 1 Mathematics achievement were class size (with a small negative main effect), at-home reading time by parents (with a large positive main effect) and school size (with a small positive main effect). Cross-level interactions in Grade 1 indicated that schools with larger class and school sizes had a negative effect on African American children's math scores; schools giving more instructional time to reading and math had a positive effect on high poverty students' scores, and schools with higher elementary teacher certification rates had a positive effect on boys' mathematics achievement. (Contains 13 tables and 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

 ERIC Full Text (256K) |  More Info:
Help Find in a Library

Descriptors:
Foreign Countries; Evaluators; Case Studies; Literacy; Educational Assessment; Standards; Committees; International Programs; Health Education

Abstract:
This case study examines the applicability of 1994 standards, offered by the Joint Committee on Standards for Educational Evaluation, to evaluations conducted in international contexts. The work is undertaken in response to an open invitation from the Joint Committee in its 1994 publication. The article addresses two purposes. First, it asks whether the standards in the four broad areas--utility, feasibility, propriety, and accuracy--can be applied as written to guide and monitor evaluation practices in developing countries when the programmatic focus and evaluation models, including relationships among sponsors, program participants, stakeholders, and evaluators, vary significantly from the assumptions underlying the 1994 standards. Second, it develops and refines methods for conducting metaevaluations of international evaluations by analyzing documentary and interview-based data from one case, represented by series of connected studies on education and health literacy programs in Bangladesh. The findings set the stage for more informed discussions on the robustness of existing standards and on the need for continuing case studies toward generating a revised or new set of standards for international evaluations in diverse fields, programs, and policy areas. The 1994 standards are presently undergoing revision by a task force of the American Evaluation Association. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Educational Research; Research Methodology; Evaluation Methods; Educational Research

Abstract:
Federal policy tools for gathering evidence on "What Works" in education, such as the What Works Clearinghouse's (WWC) standards, emphasize randomized field trials as the preferred method for generating scientific evidence on the effectiveness of educational programs. This article argues instead for extended-term mixed-method (ETMM) designs. Emphasizing the need to consider temporal factors in gaining thorough understandings of programs as they take hold in organizational or community settings, the article asserts that formal study of contextual and site-specific variables with multiple research methods is a necessary prerequisite to designing sound field experiments for making generalized causal inferences. A theoretical rationale and five guiding principles for ETMM designs are presented, with suggested revisions to the WWC's standards. [This article has been reprinted to correct copy-editing and author errors that appeared in the original version (see EJ727594), published in the December 2004 issue of "Educational Researcher." For citations and quotations, please refer to this version of the article.] (Contains 4 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Educational Research; Research Methodology; Evaluation Methods; Evaluation Research

Abstract:
Federal policy tools for gathering evidence on "What Works" in education, such as the What Works Clearinghouse's (WWC) standards, emphasize randomized field trials as the preferred method for generating scientific evidence on the effectiveness of educational programs. This article argues instead for extended-term mixed-method (ETMM) designs. Emphasizing the need to consider temporal factors in gaining thorough understandings of programs as they take hold in organizational or community settings, the article asserts that formal study of contextual and site-specific variables with multiple research methods is a necessary prerequisite to designing sound field experiments for making generalized causal inferences. A theoretical rationale and five guiding principles for ETMM designs are presented, with suggested revisions to the WWC's standards. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Academic Achievement; Educational Indicators; Student Diversity; Accountability; Educational Legislation; Federal Legislation; Academic Standards; Educational Change; High Stakes Tests; Educational Trends

Abstract:
What is the news on Florida's student performance since the passage of the A+ legislation? This brief presents a review of long-term data on five state and national indicators. It verifies outcomes and trends and examines the main premise of the A+ mandate that, given appropriate schooling, students will have equitable outcomes and access to opportunities. The data show positive outcomes and steady gains at the elementary level; the pattern, however, is not sustained at the secondary level. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

 ERIC Full Text (332K)