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ERIC Number: ED537446
Record Type: Non-Journal
Publication Date: 2012-Nov
Pages: 54
Abstractor: ERIC
Reference Count: 41
Translating the Statistical Representation of the Effects of Education Interventions into More Readily Interpretable Forms
Lipsey, Mark W.; Puzio, Kelly; Yun, Cathy; Hebert, Michael A.; Steinka-Fry, Kasia; Cole, Mikel W.; Roberts, Megan; Anthony, Karen S.; Busick, Matthew D.
National Center for Special Education Research
This paper is directed to researchers who conduct and report education intervention studies. Its purpose is to stimulate and guide them to go a step beyond reporting the statistics that emerge from their analysis of the differences between experimental groups on the respective outcome variables. With what is often very minimal additional effort, those statistical representations can be translated into forms that allow their magnitude and practical significance to be more readily understood by the practitioners, policymakers, and even other researchers who are interested in the intervention that was evaluated. (Contains 12 tables and 6 figures.)
National Center for Special Education Research. 400 Maryland Avenue SW, Washington, DC 20202. Tel: 800-437-0833; Fax: 202-401-0689; Web site:
Publication Type: Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: Researchers
Language: English
Sponsor: N/A
Authoring Institution: National Center for Special Education Research (ED)
Identifiers - Assessments and Surveys: National Assessment of Educational Progress
IES Funded: Yes
IES Cited: ED558157