Empirical methods for evaluating educational interventions [[electronic resource] /] / edited by, Gary D. Phye, Daniel H. Robinson, Joel R. Levin

• Record Nr.: UNINA9910458114003321
• Pubbl/distr/stampa: San Diego, : Elsevier Academic Press, c2005
• ISBN: 1-280-63073-6; 9786610630738; 0-08-045523-9
• Descrizione fisica: 1 online resource (300 p.)
• Collana: Educational psychology series
• Altri autori (Persone): PhyeGary D; RobinsonDaniel H; LevinJoel R
• Disciplina: 370/.7/2
• Soggetti: Educational evaluation - United States; Education - Research - United States - Methodology; Educational productivity - United States; Educational psychology; Electronic books.
• Lingua di pubblicazione: Inglese
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Note generali: Description based upon print version of record.
• Nota di bibliografia: Includes bibliographical references and index.
• Nota di contenuto: Cover; Contributors; Preface; PART I: Framing Educational Research Inquiry to Meet Today's Realities; CHAPTER 1: Randomized Classroom Trials on Trial; CHAPTER 2: The No Child Left Behind Act, Scientific Research and Federal Educational Policy: A View from Washington, DC; CHAPTER 3: Dissing Science: Selling Scientifically Based Educational Practices to a Nation that Distrusts Science; CHAPTER 4: 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; CHAPTER 5: Can We Measure the Quality of Causal Research in Education?CHAPTER 6: Measuring Learning Outcomes: Reliability and Validity Issues; CHAPTER 7: The Micro and Macro in the Analysis and Conceptualization of Experimental Data; PART III: Producing Credible Applied Educational Research; CHAPTER 8: Beyond the Laboratory or Classroom: The Empirical Basis of Educational Policy1; CHAPTER 9: ; Academic Learning and Academic Achievement: Correspondence Issues; CHAPTER 10: Experimental Research in Classrooms; CHAPTER 11: Promoting Internal and External Validity: A Synergism of Laboratory-Like Experiments and Classroom-Based Self-ReIndex
• Sommario/riassunto: 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 quest