Perspectives on Evidence-Based Research in Education--What Works? Issues in Synthesizing Educational Program Evaluations

Autor/in	Slavin, Robert E.
Titel	Perspectives on Evidence-Based Research in Education--What Works? Issues in Synthesizing Educational Program Evaluations
Quelle	In: Educational Researcher, 37 (2008) 1, S.5-14 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-189X
DOI	10.3102/0013189X08314117
Schlagwörter	Research Design; Program Evaluation; Effect Size; Synthesis; Sample Size; Meta Analysis; Pretests Posttests + Suchen Sie Ihr Suchwort? Forschungsdesign; Programme evaluation; Programmevaluation; Meta-analysis; Metaanalyse
Abstract	Syntheses of research on educational programs have taken on increasing policy importance. Procedures for performing such syntheses must therefore produce reliable, unbiased, and meaningful information on the strength of evidence behind each program. Because evaluations of any given program are few in number, syntheses of program evaluations must focus on minimizing bias in reviews of each study. This article discusses key issues in the conduct of program evaluation syntheses: requirements for research design, sample size, adjustments for pretest differences, duration, and use of unbiased outcome measures. It also discusses the need to balance factors such as research designs, effect sizes, and numbers of studies in rating the overall strength of evidence supporting each program. (Contains 1 table.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10