LEADER 04040nam 22007094a 450 001 9910458114003321 005 20200520144314.0 010 $a1-280-63073-6 010 $a9786610630738 010 $a0-08-045523-9 035 $a(CKB)1000000000363695 035 $a(EBL)269922 035 $a(OCoLC)476000082 035 $a(SSID)ssj0000146232 035 $a(PQKBManifestationID)11159314 035 $a(PQKBTitleCode)TC0000146232 035 $a(PQKBWorkID)10183576 035 $a(PQKB)11096651 035 $a(MiAaPQ)EBC269922 035 $a(PPN)231253508 035 $a(Au-PeEL)EBL269922 035 $a(CaPaEBR)ebr10138409 035 $a(CaONFJC)MIL63073 035 $a(EXLCZ)991000000000363695 100 $a20041201d2005 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aEmpirical methods for evaluating educational interventions$b[electronic resource] /$fedited by, Gary D. Phye, Daniel H. Robinson, Joel R. Levin 210 $aSan Diego $cElsevier Academic Press$dc2005 215 $a1 online resource (300 p.) 225 1 $aEducational psychology series 300 $aDescription based upon print version of record. 311 $a0-12-554257-7 320 $aIncludes bibliographical references and index. 327 $aCover; 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 327 $aCHAPTER 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 327 $aCHAPTER 11: Promoting Internal and External Validity: A Synergism of Laboratory-Like Experiments and Classroom-Based Self-ReIndex 330 $aNew US government requirements state that federally funded grants and school programs must prove that they are based on scientifically proved improvements in teaching and learning. All new grants must show they are based on scientifically sound research to be funded, and budgets to schools must likewise show that they are based on scientifically sound research. However, the movement in education over the past several years has been toward qualitative rather than quantitative measures. The new legislation comes at a time when researchers are ill trained to measure results or even to frame quest 410 0$aEducational psychology. 606 $aEducational evaluation$zUnited States 606 $aEducation$xResearch$zUnited States$xMethodology 606 $aEducational productivity$zUnited States 606 $aEducational psychology 608 $aElectronic books. 615 0$aEducational evaluation 615 0$aEducation$xResearch$xMethodology. 615 0$aEducational productivity 615 0$aEducational psychology. 676 $a370/.7/2 701 $aPhye$b Gary D$0939888 701 $aRobinson$b Daniel H$0178589 701 $aLevin$b Joel R$0982279 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910458114003321 996 $aEmpirical methods for evaluating educational interventions$92242028 997 $aUNINA