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

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University Press of America, 1977 - Compensatory education - 277 pages
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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
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

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
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
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