The evidence in our teaching

Engelmann, Lynn

doi:10.1016/j.teln.2011.09.001

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“…Extensive work also validated the principles of learning and instruction that provide its theoretical base. Field testing with large and varied populations of students and teachers examined the extent to which it was effective across heterogeneous populations (Collins and Carnine 1988;Engelmann 2007;Engelmann and Carnine 1982;Huitt et al 2009).…”

Section: The Cumulative Nature Of Science and Generalizationsmentioning

confidence: 99%

Merging the accountability and scientific research requirements of the No Child Left Behind Act: using cohort control groups

Stockard

2011

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This article shows how assessment data such as that mandated by the No Child Left Behind Act can be used to examine the effectiveness of educational interventions and meet the Act's mandate for "scientifically based research." Based on the classic research design literature a cohort control group and a cohort control group with historical comparisons design are suggested as internally valid analyses. The logic of the "grounded theory of generalized causal inference" is used to develop externally valid results. The procedure is illustrated with published data regarding the Reading Mastery curriculum. Empirical results are comparable to those obtained in meta-analyses of the curriculum, with effect sizes surpassing the usual criterion for educational importance. Implications for school officials and policy makers are discussed. Keywords Research designs • Cohort control groups • Assessment data • Evaluation researchFew would dispute that the No Child Left Behind (NCLB) Act has had an extraordinary influence on education in the United States. School administrators, teachers, and students have probably been most affected by the Act's focus on accountability and using standardized assessments to identify schools needing improvement. A key element of the Act was the requirement that states measure progress in reading and mathematics and compare students' scores to established benchmarks. Educational researchers have probably been more affected by the Act's requirement for "scientifically based research" and the call for "evidence-based practice."

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Section: The Cumulative Nature Of Science and Generalizationsmentioning

confidence: 99%

Merging the accountability and scientific research requirements of the No Child Left Behind Act: using cohort control groups

Stockard

2011

Qual Quant

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show abstract

The evidence in our teaching

Cited by 1 publication

References 0 publications

Merging the accountability and scientific research requirements of the No Child Left Behind Act: using cohort control groups

Merging the accountability and scientific research requirements of the No Child Left Behind Act: using cohort control groups

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