ERIC Number: EJ772284
Record Type: Journal
Publication Date: 2007
Reference Count: N/A
Evaluating Whole School Improvement Models: Creating Meaningful and Reasonable Standards of Review
Crowley, Jill J.; Hauser, Alison G.
Journal of Education for Students Placed at Risk, v12 n1 p37-58 2007
In consultation with experts in the fields of education research and whole school improvement, researchers at the Comprehensive School Reform Quality (CSRQ) Center created a framework for evaluating the scientific rigor of research studies that report on the efficacy of whole school improvement models. In this paper, the authors begin with a brief introduction to the challenges of developing standards of acceptable research practices and establishing a method of review that enables cross-program comparisons. The authors discuss CSRQ Center standards in reference to six primary areas of review: design, assessment, implementation, sampling, timing, and data analysis. Each standard is presented and the empirical rationale for evaluation criteria is explored. The authors conclude by presenting guidelines for researchers who report on the outcomes of evaluations of whole school improvement models. This discussion highlights the importance of ongoing conversation about the nature of evidence and components of research practice that illuminate program effectiveness within a larger framework of contemporary education policy and whole school improvement legislation.
Descriptors: Researchers, Program Effectiveness, Evaluation Criteria, Data Analysis, Educational Change, Educational Improvement, Educational Quality, Evaluation Research, Research Design, Program Implementation, Evaluation Methods, Administrative Policy, Educational Legislation
Lawrence Erlbaum. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A