Literaturnachweis - Detailanzeige
| Autor/inn/en | Shager, Hilary M.; Schindler, Holly S.; Magnuson, Katherine A.; Duncan, Greg J.; Yoshikawa, Hirokazu; Hart, Cassandra M. D. |
|---|---|
| Titel | Can Research Design Explain Variation in Head Start Research Results? A Meta-Analysis of Cognitive and Achievement Outcomes |
| Quelle | In: Educational Evaluation and Policy Analysis, 35 (2013) 1, S.76-95 (20 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0162-3737 |
| DOI | 10.3102/0162373712462453 |
| Schlagwörter | Meta Analysis; Preschool Education; Disadvantaged Youth; Outcome Measures; Effect Size; Program Evaluation; Control Groups; Cognitive Development; Academic Achievement; Research Design; Program Effectiveness |
| Abstract | This study explores the extent to which differences in research design explain variation in Head Start program impacts. We employ meta-analytic techniques to predict effect sizes for cognitive and achievement outcomes as a function of the type and rigor of research design, quality and type of outcome measure, activity level of control group, and attrition. Across program evaluations, the average program-level effect size was 0.27 standard deviations. About 41% of the variation in estimates across evaluations can be explained by research design features, including the extent to which the control group experienced other forms of early care or education, and 11% of the variation within programs can be explained by the quality and type of the outcome measures. (Contains 4 tables and 1 note.) (As Provided). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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