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Treatment Effect Heterogeneity in a Science Professional Development Initiative : The Case for School Capacity /

Sarah Bruch, Jeffrey Grigg and Paul Hanselman.

Book Cover
Main Author: Bruch, Sarah.
Other Names: Grigg, Jeffrey, | Hanselman, Paul,
Published: [Place of publication not identified] : Distributed by ERIC Clearinghouse, 2010.
Topics: Science Tests. | Inservice Teacher Education. | Science Instruction. | Program Evaluation. | Outcomes of Education. | Institutional Characteristics. | Educational Environment. | Predictor Variables. | Science Achievement. | Adoption (Ideas) | Science Curriculum. | Curriculum Implementation. | Teacher Behavior. | Educational Policy. | Intervention. | Educational Assessment. | Evaluation Methods. | Barriers. | Program Implementation. | Urban Schools. | Elementary School Students. | Elementary School Teachers. | Teacher Surveys. | Comparative Analysis.
Genres: Reports, Research.
Online Access: ERIC - Full text online
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035 |a(ERIC)ED513388
040 |aUIU|beng|cUIU|dUIU|dUIUdb
049 |aUIUU|unouc
086 0 |aED 1.310/2:513388
100 1 |aBruch, Sarah.
245 10|aTreatment Effect Heterogeneity in a Science Professional Development Initiative :|bThe Case for School Capacity /|cSarah Bruch, Jeffrey Grigg and Paul Hanselman.
264 1|a[Place of publication not identified] :|bDistributed by ERIC Clearinghouse,|c2010.
300 |a1 online resource (11 pages)
336 |atext|btxt|2rdacontent
337 |acomputer|bc|2rdamedia
338 |aonline resource|bcr|2rdacarrier
500 |aAvailability: Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org.|5ericd
500 |aAbstractor: ERIC.|5ericd
500 |aEducational level discussed: Adult Education.
500 |aEducational level discussed: Elementary Education.
500 |aEducational level discussed: Elementary Secondary Education.
500 |aEducational level discussed: Grade 4.
500 |aEducational level discussed: Grade 5.
500 |aEducational level discussed: Postsecondary Education.
506 |aAccess rights: Yes.|2ericd
516 |aText (Reports, Research).
520 |aThis study focuses on how the treatment effects of a teacher professional development initiative in science differed by school capacity. In other words, the authors are primarily concerned with treatment effect heterogeneity. As such, this paper complements ongoing evaluation of the average treatment effects of the initiative over time. The research question considered here is: Did existing school capacity account for heterogeneity in teacher and student outcomes? That is, do treatment effects differ for schools with low, average, or high capacity? Specifically, the authors consider two outcomes: teachers' reported adoption of the targeted curriculum and students' subsequent achievement scores on standardized science tests. Although their primary focus is on student outcomes, teacher behaviors are informative because they represent a necessary mechanism in the causal process that is likely influenced by school capacity. There are clear policy implications of the demonstrated importance and variability of school capacity. The results implore more attention to be paid to the school pre-conditions underlying educational interventions, particularly given that the average school in this study did not have the capacity to successfully respond to this intensive professional development initiative. There are two clear implications for educational evaluation. One is to direct attention to rigorous causal evaluation of school capacity building, especially given that capacity can trump the interventions more commonly subjected to experimental testing. Indeed, the current study's design does not allow the authors to make any casual claims about what works in that arena. The other implication is that more effectiveness evaluations should explicitly consider school capacity as an important mediating dimension. The authors have demonstrated in this study that school capacity as conceptualized in the school organizations tradition is a meaningful tool for opening up the "black box" of a randomized professional development evaluation and their methodology would be relatively easy to replicate. (Contains 1 table and 3 figures.)
524 |aSociety for Research on Educational Effectiveness.|2ericd
650 07|aScience Tests.|2ericd
650 07|aInservice Teacher Education.|2ericd
650 07|aScience Instruction.|2ericd
650 07|aProgram Evaluation.|2ericd
650 07|aOutcomes of Education.|2ericd
650 07|aInstitutional Characteristics.|2ericd
650 07|aEducational Environment.|2ericd
650 07|aPredictor Variables.|2ericd
650 07|aScience Achievement.|2ericd
650 07|aAdoption (Ideas)|2ericd
650 07|aScience Curriculum.|2ericd
650 07|aCurriculum Implementation.|2ericd
650 07|aTeacher Behavior.|2ericd
650 07|aEducational Policy.|2ericd
650 07|aIntervention.|2ericd
650 07|aEducational Assessment.|2ericd
650 07|aEvaluation Methods.|2ericd
650 07|aBarriers.|2ericd
650 07|aProgram Implementation.|2ericd
650 07|aUrban Schools.|2ericd
650 07|aElementary School Students.|2ericd
650 07|aElementary School Teachers.|2ericd
650 07|aTeacher Surveys.|2ericd
650 07|aComparative Analysis.|2ericd
653 0 |aCalifornia
655 7|aReports, Research.|2ericd
700 1 |aGrigg, Jeffrey,|eauthor.
700 1 |aHanselman, Paul,|eauthor.
710 2 |aSociety for Research on Educational Effectiveness (SREE)
856 40|3ERIC - Full text online|uhttps://eric.ed.gov/?id=ED513388

Staff View for: Treatment Effect Heterogeneity in a Scie