NotesFAQContact Us
Search Tips
ERIC Number: ED251505
Record Type: Non-Journal
Publication Date: 1983-Dec-5
Pages: 71
Abstractor: N/A
Reference Count: N/A
Program-Fair Educational Evaluation and Empirical Curriculum Inquiry.
Hanson, Ralph A.; Bailey, Jerry D.
This study describes a method for providing easily understood information on the comparative instructional program effects of using multiple instructional products. The method was derived in the context of a national evaluation of three instructional product systems each of which was used to teach readiness and initial reading skills to kindergarten students. Longitudinal data were gathered from 900 classes, with each class using one of the products. The results illustrate how valid information on instructional effects can be obtained and used for the purpose of comparative evaluation. Further, the results contradict the popular belief that the specific instructional resources used in an instructional program do not matter. Instructional outcomes reflect the specific skills and concepts emphasized in a given product system, and these differences in emphasis emerge when instructionally sensitive instrumentation is used. Of more importance, the study illustrates a methodology that can be used for what is referred to as empirical curriculum inquiry. This is a way of identifying what students know, what school programs commonly and uniquely teach, and what students learn. Some implications of this methodology for school improvement efforts are discussed. (Author/BS)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Southwest Regional Laboratory for Educational Research and Development, Los Alamitos, CA.
Identifiers - Laws, Policies, & Programs: Elementary and Secondary Education Act Title III