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ERIC Number: ED117215
Record Type: RIE
Publication Date: 1975-Oct-31
Pages: 390
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
A Design to Study the Effectiveness of Well-Implemented Individualized Instruction in Compensatory Reading and Mathematics Programs. Final Report.
Valdes, Alice L.; Helms, David C., Jr.
The research design discussed here focuses on four major questions: (1) what the relative effectiveness of well-implemented "individualized" instruction vs. well-implemented "standardized" instruction for recipients of compensatory education in terms of reading achievement, mathematics achievement and classroom climate is; (2) how specificity of treatment of the instructional tasks, taken one at a time and in sequential combinations, relates to cognitive and affective outcomes; (3) how specificity of the treatment of instructional tasks taken along with other variables of concern relates to student achievement; and, (4) what the conditions that contribute to differences in degree of implementation are. Instrumentation for assessing program implementation at both the selection and observation stages of the study has been produced. The sampling and selection design was structured to sample systematically along all basic dimensions including the instructional setting dimension. The use of both the California Achievement Test and selected items from the National Assessment of Educational Progress are recommended as criterion achievement measures. The analytic procedure recommendation for the first study question is a two by two factorial design employing univariate and multivariate analysis of covariance (controlling for IQ and socioeconomic status) on reading, mathematics, and student perceived classroom climate. (Author/JM) Aspect of National Assessment (NAEP) dealt with in this document: Assessment Instruments (Released Exercises).
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: Research for Better Schools, Inc., Philadelphia, PA.