Empirical Methods for Evaluating Educational Interventions
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Empirical Methods for Evaluating Educational Interventions by Gary D. Phye
Book DescriptionNew 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 questions in an empirical way, and when school administrators and teachers are no longer remember or were never trained to prove statistically that their programs are effective. "Experimental Methods for Evaluating Educational Interventions" is a tutorial on what it means to frame a question in an empirical manner, how one needs to test that a method works, what statistics one uses to measure effectiveness, and how to document these findings in a way so as to be compliant with new empirically based requirements. The book is simplistic enough to be accessible to those teaching and administrative educational professionals long out of schooling, but comprehensive and sophisticated enough to be of use to researchers who know experimental design and statistics but don't know how to use what they know to write acceptable grant proposals or to get governmental funding for their programs. It provides an overview to interpreting empirical data in education. It reviews data analysis techniques: use and interpretation. It discusses research on learning, instruction, and curriculum. It explores importance of showing progress as well as cause and effect. It identifies obstacles to applying research into practice and examines policy development for states, nations, and countries.
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Book DetailsISBN: 9780125542579
(229mm x 152mm x 22mm)
Imprint: Academic Press Inc
Publisher: Elsevier Science Publishing Co Inc
Publish Date: 28-Feb-2004
Country of Publication: United States
Books By Author Gary D. Phye
Mathematical Difficulties, Hardback (July 2008)
Examines the mathematical difficulties in typical and atypical populations. This book discusses the behavioral, educational and neuropsychological characteristics of people with mathematical difficulties, and educational interventions to prevent, diagnose, treat or ameliorate such difficulties.
Emotion in Education, Hardback (March 2007)
Examines some of the inquiry related to the study of emotions in educational contexts. This book represents research on emotions and education, and has the potential to impact research in this area.
Working Memory and Education, Hardback (May 2006)
One psychological function that has been found to play an important role in educational achievement of children is 'working memory', the processes involved in the temporary maintenance and manipulation of information. This book provides the reader with a review of the research that has identified how working memory relates to academic attainment.
Bullying, Hardback (June 2004)» View all books by Gary D. Phye
Summarizing research in education, social, developmental, and counseling psychology, this title examines the personality and background of both those who become bullies and those most likely to become their victims. It also discusses bullying similarities and differences in elementary and middle school.
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Author Biography - Gary D. Phye
Gary D. Phye, Past President of the Iowa Educational Research and Evaluation Association, is the new editor of the Academic Press Educational Psychology Book Series. He has published numerous research articles and book chapters in the areas of classroom learning and transfer. He previously co-edited two of the bestselling volumes in the book series: School Psychology with Dan Reschly and Cognitive Classroom Learning with Tom Andre. In addition to being the co-author of an undergraduate educational psychology text, Dr. Phye has also co-authored (with K. Josef Klauer) a newly-published program designed to teach and assess the inductive reasoning and metacognitive strategies of young children. Dr. Phye is currently working with the Ames Community public schools in the training and assessment of inductive reasoning strategies of special needs children in primary and intermediate grades.
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