Assessing Evaluation Studies The Case of Bilingual Education Strategies (1992) / Chapter Skim
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5 Lessons for the Future
5 Lessons for the Future
Pages 90-100
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From page 90... ...
Moreover, the development of a plan to evaluate an explicit theory must conform to He realities of the political and social setting of U.S. public education, as well as to the principles of sound experimental design and appropriate statistical analyses.
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From page 91... ...
In the Immersion Study, the Foreign Service Institute oral proficiency test was used to measure the proficiency of teachers, but no measure of students' initial language
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From page 92... ...
The panel had difficulty answering such questions on We basis of the material associated with the two studies it reviewed. Whatever sincere a theory of bilingual education takes, it must address how the English and Spanish proficiency of students might introduce additional factors in the measurement of basic skills in reading and mathematics as a function of We language of We instrument (in the case of the two studies we reviewed, only English, since Me Spanish achievement scores were not analyzed in the Immersion Study)
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From page 93... ...
For example, there are several contextual co~rununity variables of possible interest that can be specified: · Me political base of language groups as reflected in bilingual education programs; · rates of literacy or school involvement on the part of parents; and · linguistic proficiency and ethnicity of the teachers in the programs. There is a potentially infinite list of potential correlates of the treatment variables, but, in the absence of good theory, they are unavailable for empirical inquiry.
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From page 94... ...
Measurement involves the nature of language proficiency, which minimally needs to be distinguished between language for conversahona1 and academic purposes. For example, superficial aspects of language proficiency, such as a non-native accent and clarity of speaking, may be influential in some performance-based assessment systems rather than in more traditional forms of assessment (for example, multiple choice tests)
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From page 95... ...
The panel knows of few models of successful studies of bilingual educational approaches that have used a truly randomized experimental design. The are many reasons for this including the prachca1 difficulties investigators encounter when they try to adapt this evaluation strategy to the kinds of interventions at issue and the natural setting in which they must be implemented.
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From page 96... ...
Since discovery of candidates for a potentially successful treatment is an integral part of the bilingual education research agenda, multiple studies that vary across intervention and environment are more likely to both uncover potential winners and afford insight into how interventions and setting interact. A problem with such a series of studies, whether the sampling of sites is random or not, is the introduction of at least three new components of variation: (1)
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From page 97... ...
Tharp and Gallimore (1979) applied their sequential approach, which they call succession evaluation, to the study of educational alternatives for underachieving Hawaiian native children.
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From page 98... ...
Step 8. Full- Program evaluation Internal and Does the scale program el- conclusion, program element, ement operation statistical win other elements in association, bring benefit?
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From page 99... ...
, which gives a superb discussion of the design and analysis of a randomized advertising experiment on behalf of birth control strategies. In many evaluation studies, the responses to treatments are often found to vary dramatically in what is referred to as "a change from one environment to another." This finding is frequently viewed as a negative finding; however, it can also be thought of as a clue to the definition of a more complex cause in which environmental conditions (that is, a profile of environmental attnbutes)
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From page 100... ...
(1979) The ecology of program research and evaluation: A model of succession evaluation.
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