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Empirical Methods for Evaluating Educational Interventions

A volume in Educational Psychology

Edited by:Gary D. Phye, Daniel H. Robinson and Joel R. Levin

ISBN: 978-0-12-554257-9
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Copyright 2005 Elsevier Inc. All rights reserved

Table of Contents New US government requirements state that federally

funded grants and school programs must prove that
they are based on scientifically proved improvements in
teaching and learning. All new grants must show they
are based on scientifically sound research to be funded,
and budgets to schools must likewise show that they are
Contributors, Preface based on scientifically sound research. However, the
movement in education over the past several years has
Part I: Framing Educational Research Inquiry to Meet Today's Realities
been toward qualitative rather than quantitative
Chapter 1 - Randomized Classroom Trials on Trial, Pages 3-27, Joel R. Levin
measures. The new legislation comes at a time when
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researchers are ill trained to measure results or even to
frame questions in an empirical way, and when school
Chapter 2 - The No Child Left Behind Act, Scientific Research and Federal Educational administrators and teachers are no longer remember or
Policy: A View from Washington, DC, Pages 29-52, Valerie F. Reyna were never trained to prove statistically that their
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Experimental Methods for Evaluating Educational

Chapter 3 - Dissing Science: Selling Scientifically Based Educational Practices to a
Interventions is a tutorial on what it means to frame a
Nation that Distrusts Science, Pages 53-65, Diane F. Halpern question in an empirical manner, how one needs to test
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that a method works, what statistics one uses to
measure effectiveness, and how to document these
Chapter 4 - The Failure of Educational Research to Impact Educational Practice: Six findings in a way so as to be compliant with new
Obstacles to Educational Reform, Pages 67-81, Richard E. Mayer empirically based requirements. The book is simplistic
Abstract Purchase PDF - $31.50 enough to be accessible to those teaching and
administrative educational professionals long out of
schooling, but comprehensive and sophisticated enough
Part II: Basic Issues When Addressing Human Behavior
to be of use to researchers who know experimental
Chapter 5 - Can We Measure the Quality of Causal Research in Education?, Pages design and statistics but don't know how to use what
85-111, Jeffrey C. Valentine, Harris M. Cooper they know to write acceptable grant proposals or to get
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Chapter 6 - Measuring Learning Outcomes: Reliability and Validity Issues, Pages 113-145, * Provides an overview to interpreting empirical data in
Jerry D'agostino education
Abstract Purchase PDF - $31.50 * Reviews data analysis techniques: use and
interpretation
* Discusses research on learning, instruction, and
Chapter 7 - The Micro and Macro in the Analysis and Conceptualization of Experimental
curriculum
Data, Pages 147-173, John T. Behrens, Daniel H. Robinson * Explores importance of showing progress as well as
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* Identifies obstacles to applying research into practice
Part III: Producing Credible Applied Educational Research *Examines policy development for states, nations, and
countries
Chapter 8 - Beyond the Laboratory or Classroom: The Empirical Basis of Educational
Policy, Pages 177-191, Robert Boruch
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Chapter 9 - Academic Learning and Academic Achievement: Correspondence Issues,

Pages 193-211, Gary D. Phye
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Chapter 10 - Experimental Research in Classrooms, Pages 213-233, Angela M. O'Donnell

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Chapter 11 - Promoting Internal and External Validity: A Synergism of Laboratory-Like

Experiments and Classroom-Based Self-Regulated Strategy Development Research,
Pages 235-265, Steven Graham, Karen H. Harris, Jennifer Zito
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Index, Pages 267-284

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