Using Small-Scale Randomized Controlled Trials to Evaluate the Efficacy of New Curricular Materials

Autor/inn/en	Drits-Esser, Dina; Bass, Kristin M.; Stark, Louisa A.
Titel	Using Small-Scale Randomized Controlled Trials to Evaluate the Efficacy of New Curricular Materials
Quelle	In: CBE - Life Sciences Education, 13 (2014) 4, S.593-601 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-7913
DOI	10.1187/cbe.13-08-0164
Schlagwörter	Research Methodology; Curriculum Development; Instructional Materials; Instructional Material Evaluation; Public Schools; High School Students; Pretests Posttests; Scores; Effect Size; Case Studies; Supplementary Reading Materials; Statistical Analysis; Elementary Secondary Education; Science Education; Secondary School Science; Educational Improvement; Utah + Suchen Sie Ihr Suchwort? Research method; Forschungsmethode; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Public school; Öffentliche Schule; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Case study; Fallstudie; Case Study; Reading materials; Lesekartei; Statistische Analyse; Naturwissenschaftliche Bildung; Teaching improvement; Unterrichtsentwicklung
Abstract	How can researchers in K-12 contexts stay true to the principles of rigorous evaluation designs within the constraints of classroom settings and limited funding? This paper explores this question by presenting a small-scale randomized controlled trial (RCT) designed to test the efficacy of curricular supplemental materials on epigenetics. The researchers asked whether the curricular materials improved students' understanding of the content more than an alternative set of activities. The field test was conducted in a diverse public high school setting with 145 students who were randomly assigned to a treatment or comparison condition. Findings indicate that students in the treatment condition scored significantly higher on the posttest than did students in the comparison group (effect size: Cohen's d = 0.40). The paper discusses the strengths and limitations of the RCT, the contextual factors that influenced its enactment, and recommendations for others wishing to conduct small-scale rigorous evaluations in educational settings. Our intention is for this paper to serve as a case study for university science faculty members who wish to employ scientifically rigorous evaluations in K-12 settings while limiting the scope and budget of their work. (As Provided).
Anmerkungen	American Society for Cell Biology. 8120 Woodmont Avenue Suite 750, Bethesda, MD 20814-2762. Tel: 301-347-9300; Fax: 301-347-9310; e-mail: ascbinfo@ascb.org; Website: http://www.ascb.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10