Literaturnachweis - Detailanzeige
Autor/inn/en | Coles, Gary J.; Chalupsky, Albert B. |
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Institution | American Institutes for Research in the Behavioral Sciences, Palo Alto, CA. |
Titel | Impact of Educational Innovation on Student Performance: Overall Findings for Reading and Arithmetic. Project LONGSTEP Final Report: Volume I. Supplement. |
Quelle | (1976), (157 Seiten)
PDF als Volltext |
Dokumenttyp | gedruckt; online; Monographie |
Schlagwörter | Academic Achievement; Arithmetic; Educational Innovation; Elementary School Students; Elementary Secondary Education; Longitudinal Studies; Reading Achievement |
Abstract | The general emphasis of Project LONGSTEP was on the identification of changes in student achievement that occur as a result of exposure to intensive educational innovation. The purpose of the analyses conducted for this supplement to Volume I of the Project LONGSTEP final report was (1) to ascertain if the trends observed and discussed in Volume I with respect to students in grades 1, 4, and 6 during the 1970-71 school year were representative of the trends shown by all analysis samples and (2) to compare results and determine if other meaningful trends across cohorts were present. The primary research hypothesis, that substantial gains in achievement test performance are positively associated with innovative emphasis, has not been supported in any general way by the analysis of Project LONGSTEP's data. These results, based on a global analysis of trends, across reading and arithmetic analysis samples and grades, tend to confirm the findings reported in Volume I for students in grades 1, 4, and 6. "Data Collection Instruments and Guidelines" developed for Project LONGSTEP referenced in Vol. I, Chapter II, Section C, will be accessioned TM 005 987 in RIEMAY77. (RC) |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |