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ERIC Number: ED047792
Record Type: RIE
Publication Date: 1970-Dec-28
Pages: 24
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
The Implications of Design and Model Selection for the Evaluation of Programs for the Disadvantaged Child.
Hodges, Walter L.
The difficult work of identifying effective research strategies in early education has recently begun. Second generation model-derived programs are just beginning to emerge. To learn from these programs, evaluators must identify four criteria of critical differences existing among programs and attack the programmatic analysis of these differences with vigor. The four criteria are specification of: (1) the process through which program goals and instructional objectives are generated or selected (the view of child development involved and the manner of accounting for societal press), (2) the conditions or processes to be used to insure the willful interaction of the target population with these goals and instructional objectives (the appropriate incentive conditions), (3) the appropriate sequence for the introduction of learning opportunities or the strategies required to enable the programmer to order instructional objectives in some sequence, and (4) the strategies required of the teacher or programmer for organizing the learning situation for optimal benefit to children. Admittedly, generic approaches and the functional equivalence of models pose additional difficulties for evaluators but these can be overcome by directing preliminary efforts toward understanding the relationship of a model to a complete educational system. (WY)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: Arkansas State Coll., Conway.
Identifiers: N/A
Note: Paper presented at the 137th meeting of the American Association for the Advancement of Science, Chicago, Illinois, December 28, 1970