ERIC Number: EJ871972
Record Type: Journal
Publication Date: 2010-Feb
Abstractor: As Provided
Reference Count: 21
Applied Comparative Effectiveness Researchers Must Measure Learning Rates: A Commentary on Efficiency Articles
Skinner, Christopher H.
Psychology in the Schools, v47 n2 p166-172 Feb 2010
Almost all academic skills deficits can be conceptualized as learning rate problems as students are not failing to learn, but not learning rapidly enough. Thus, when selecting among various possible remedial procedures, educators need an evidence base that indicates which procedure results in the greatest increases in learning rates. Previous research is reviewed that shows how failure to measure learning rates can lead to erroneous conclusions regarding the relative effectiveness of interventions. Different procedures for measuring learning rates are described and cautions regarding the interpretation of these learning rate data are provided. The article concludes with a plea for all researchers to include measures of learning rates in their applied studies.
Descriptors: Educational Research, Educational Researchers, Learning Strategies, Comparative Analysis, Achievement Gains, Achievement Rating, Behavior Change, Time, Intervention
John Wiley & Sons, Inc. Subscription Department, 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: firstname.lastname@example.org; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A