Education as Experimentation: A Planned Variation Model, Volume 4, Part 1 |
What people are saying - Write a review
We haven't found any reviews in the usual places.
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 |
263 | |
Common terms and phrases
Achievement Appendix Table approach Bank Street basic skills Behavior Analysis Best Match changes Chapter child City Cognitive cognitive conceptual Cognitive Curriculum Cohort III-K compared comparison cont Coopersmith Correlation covariate differences Direct Instruction disadvantaged discussed domain Education effects emphasis estimates Ethnicity evaluation experience Fall Family Figure Finding Follow FT and NFT groups Head IARS implementation included income indicates kindergarten Language Large learning Local Analysis Longitudinal Math Computations Math Concepts mean measure Missing models negative Occupation Omit Low Pretest outcome Parent Parent Education Percent performance Philadelphia Pooled Analysis positive Preschool Adjusted Preschool Local Omit present Pretest primary Process rank Raven's Reading Math Reduced Sample Responsive Education sample Second Best Match SEDL selected Spelling sponsor standard strategies streams Summary teacher TEEM treatment variables Volume White Wichita Word Knowledge WRAT York