Testing and Further Development of an Operational Model for the Evaluation of Alternative Title I (ESEA) Projects.

Institution	Abt Associates, Inc., Cambridge, MA.
Titel	Testing and Further Development of an Operational Model for the Evaluation of Alternative Title I (ESEA) Projects.
Quelle	(1969), (221 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Change Agents; Compensatory Education; Computer Programs; Cost Effectiveness; Dropouts; Educational Environment; Educational Quality; Educational Research; Environmental Influences; Learning; Learning Processes; Models; Prediction; Primary Education; Program Evaluation; School Community Relationship; Secondary Education; Student Attitudes; Student Characteristics; Truancy + Suchen Sie Ihr Suchwort? Schulleistung; Kompensatorischer Unterricht; Computer program; Computer programme; Computerprogramm; Kosten-Nutzen-Analyse; Kosten-Nutzen-Denken; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Quality of education; Bildungsqualität; Bildungsforschung; Pädagogische Forschung; Environmental influence; Umwelteinfluss; Lernen; Learning process; Lernprozess; Analogiemodell; Vorhersage; Primarbereich; Programme evaluation; Programmevaluation; Sekundarbereich; Schülerverhalten; Schulabsentismus; Schulschwänzen; Schulverweigerung
Abstract	The Elementary and Secondary Education Cost-Effectiveness Model originally developed to a detailed mathematical specification has now been developed into a computer programmed form which can be used at the school system level. This, the Office of Education Cost-Effectiveness (OECE) Model, is based on the major hypotheses that changes in student impedance (or resistance to learning) are proportional to changes in the quality and quantity of personal services provided by the school, and that changes in student achievement are directly proportional to changes in the quality and quantity of instruction and inversely proportional to total change in impedance. Students are considered in terms of those variables most easily ascertained by the schools. The model is outlined and the methodology by which its parameters are set and the steps by which it is used are described. Analysis of sample model runs is presented. Included in the appendices are directions for using and changing the model, description of the program organization, flow charts, and the program itself. (PR)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01