Education as Experimentation: A Planned Variation Model, Volume 4, Part 1

Linda B. Stebbins, Abt Associates

University Press of America, 1977 - Compensatory education - 308 pages

Contents

• INTRODUCTION: 1
• Definition of Planned Variation: 4
• Evaluation of Planned Variation: 6
• Research Issues: 8
• Lack of Specificity of Treatment: 9
• Limitations of the Measurement Battery: 10
• Weakness of the Design: 11
• History of the Abt Associates Inc Evaluation: 13
• EDUCATIONAL STRATEGIES AND MEASURES OF EFFECTIVENESS: 19
• Classification of Models by Goals and Objectives: 22
• Indications of Acceptance of the Model Tenets: 28
• Classroom Learning Environment: 29
• Home Learning Environment: 31
• Measures of Effects on Children: 35
• Wide Range Achievement Test WHAT: 37
• Caldwell Preschool Inventory PSI: 38
• Intellectual Achievement Responsibility Scale IARS: 39
• Metropolitan Achievement Test MATPrimary I: 40
• The Metropolitan Achievement Test MAT Primary II and Elementary: 41
• Ravens Coloured Progessive Matrices Ravens: 42
• THE SAMPLE: 45
• Sample Description: 47
• ANALYSIS STRATEGY: 61
• CONSTRAINTS ON THE DEVELOPMENT OF ANALYTIC STRATEGIES: 65
• Levels of Analysis: 66
• Units of Analysis: 67
• Noncomparability of Groups: 69
• The Influence of Preschool on Pretest: 71
• ANALYTIC STRATEGIES: 72
• Analytic Models for the EntryExit Analyses: 73
• Analysis of Local Comparisons: 74
• Analysis of Pooled Comparisons: 75
• Analysis of Norm Referenced Comparisons: 79
• SUPPLEMENTARY ANALYSES AND THEIR CONSEQUENCES: 81
• Attrition: 82
• Overall Attrition: 83
• Attrition Due to Testing Problems: 84
• Percentage of Variance Explained: 85
• Combined Use of Preschool Experience and Pretest: 89
• Adequacy of Pretest for LowScoring Children: 90
• Assumptions of Analyses: 92
• Distribution of Covariates: 93
• Homogeneity of Regression: 96
• CovariateTreatment Correlation: 98
• Linking Analyses: 99
• Relationships Among Effects: 108
• Summary of Analyses: 111
• DEFINITION AND CONSEQUENCES OF INITIAL MISMATCH: 117
• Magnitude of Adjustment: 118
• Preschool Mismatch: 119
• Consequences of Mismatch: 121
• PATTERNS OF EFFECTS: 129
• Do the Various Educational Strategies Being Tested in Follow Through Have Different Impacts?: 134
• The effectiveness of each Follow Through model varied substantially from site group to site group overall model averages varied little in comparison: 135
• Models that emphasize basic skills succeeded better than other models in helping children gain these skills: 143
• Where models have put their primary emphasis elsewhere than on the basic skills the children they served have tended to score lower on tests of these...: 146
• No type of model was notably more successful than the others in raising scores on cognitive conceptual skills: 147
• Model comparisons in New York and Philadelphia yield results which are similar to those found in overall comparisons: 148
• Do Differences in Impact Have Any Relationship to the Characteristics of Children eg Socioeconomic Status and Preschool Experience?: 150
• Two models are consistently more effective with Head Start children: 152
• Do Some Educational Strategies Consistently Show Better Results than Others Over Time or Does the Impact Vary from Year to Year?: 154
• Some Follow Through sponsors grew in effectiveness over rime: 155
• COHORT IIIK TEACHER RELIABILITIES BY SPONSOR AND OVERALL: 169
• BIBLIOGRAPHY: 265

Bibliographic information

• Title: Education as Experimentation: A Planned Variation Model, Volume 4, Part 1; Education as Experimentation; Education as Experimentation: A Planned Variation Model, Linda B. Stebbins
• Authors: Linda B. Stebbins, Abt Associates
• Publisher: University Press of America, 1977
• ISBN: 0890115079, 9780890115077
• Length: 308 pages