Literaturnachweis - Detailanzeige
| Autor/inn/en | Wolf, Rebecca; Morrison, Jennifer; Inns, Amanda; Slavin, Robert; Risman, Kelsey |
|---|---|
| Titel | Average Effect Sizes in Developer-Commissioned and Independent Evaluations |
| Quelle | In: Journal of Research on Educational Effectiveness, 13 (2020) 2, S.428-447 (20 Seiten)Infoseite zur Zeitschrift
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| Zusatzinformation | ORCID (Wolf, Rebecca) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1934-5747 |
| DOI | 10.1080/19345747.2020.1726537 |
| Schlagwörter | Program Evaluation; Program Effectiveness; Effect Size; Sample Size; Research Design; Educational Development; Instructional Program Divisions; Intellectual Disciplines; Meta Analysis; Educational Researchers |
| Abstract | Rigorous evidence of program effectiveness has become increasingly important with the 2015 passage of the Every Student Succeeds Act (ESSA). One question that has not yet been fully explored is whether program evaluations carried out or commissioned by developers produce larger effect sizes than evaluations conducted by independent third parties. Using study data from the What Works Clearinghouse, we find evidence of a "developer effect," where program evaluations carried out or commissioned by developers produced average effect sizes that were substantially larger than those identified in evaluations conducted by independent parties. We explore potential reasons for the existence of a "developer effect" and provide evidence that interventions evaluated by developers were not simply more effective than those evaluated by independent parties. We conclude by discussing plausible explanations for this phenomenon as well as providing suggestions for researchers to mitigate potential bias in evaluations moving forward. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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