Investigating Social Programs When Individuals Belong to a Variety of Groups Over Time.

Autor/in	Burstein, Leigh
Institution	California Univ., Los Angeles. Center for the Study of Evaluation.
Titel	Investigating Social Programs When Individuals Belong to a Variety of Groups Over Time.
Quelle	(1981), (48 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Early Childhood Education; Educational Change; Group Membership; Instructional Innovation; Models; Program Evaluation; Research Design; Research Methodology; Research Problems; School Organization; Social Structure; Student Development + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Bildungsreform; Gruppenzugehörigkeit; Educational Innovation; Bildungsinnovation; Analogiemodell; Programme evaluation; Programmevaluation; Forschungsdesign; Research method; Forschungsmethode; Forschungskritik; School organisation; Schulorganisation; Sozialstruktur
Abstract	Research on school reform efforts and reform evaluation and the recognition that individual students are in constant transition and are members of multiple groups whose dynamics differ over the duration of schooling were examined. A conceptual framework for developing design and analysis strategies for investigating educational reform efforts is described. A research strategy of examining educational processes and effects generated by reform programs on outcomes is discussed. A setting in which several well-defined programs of early education are implemented in multiple sites for a period of several years is examined. Suggested investigation criteria in research and evaluation in school reform include: (1) identification of interactive effects of program types with types of students; (2) the relation of educational processes to performance and program definition to processes; (3) the degree of program implementation precepts in relation to estimates of program impact; (4) group composition and student role effects on individual opportunities and behavior; and (5) students' class to class transitions and program/non-program participation needs to determine discontinuities in instructional and social experiences for educational performance. (CM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC