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The Influence of Macro and Micro-Level Cognitive Strategies Training on Text Learning.
Peer reviewed Peer reviewed
Gallini, Joan K.; And Others – Journal of Research and Development in Education, 1993
Investigates the impact of macroprocessing and microprocessing strategy instruction on text learning among high school remedial students over a 6-week period. Results indicate that, of 66 students assigned to 1 of 3 treatment groups, the macro-level group exceeded the other 2 groups on comprehension and on immediate and delayed passage recall…
Descriptors: Classroom Research, Cognitive Processes, Comparative Analysis, Cooperative Learning
The Relevance of the CIPP Evaluation Model for Educational Accountability
Peer reviewed Peer reviewed
Stufflebeam, Daniel L. – Journal of Research and Development in Education, 1971
Analysis supports the theory that the CIPP Evaluation Model provides both proactive support for decision making and retroactive support for accountability. (Author)
Descriptors: Accountability, Comparative Analysis, Decision Making, Evaluation Methods
The Use of Multiple Strategies in Evaluating an Experienced-Based Career Education Program.
Peer reviewed Peer reviewed
Owens, Thomas R.; And Others – Journal of Research and Development in Education, 1979
After briefly describing the Community Experiences for Career Education project, this paper discusses 11 evaluation strategies used with the project, assesses the strengths and limitations of each, shows some relationships among them, discusses ways of communicating evaluation findings, and suggests selection criteria to others planning multiple…
Descriptors: Career Education, Comparative Analysis, Demonstration Programs, Evaluation Criteria
The Effects of Continuous-Progress Nongraded Primary School Programs on Student Performance and Attitudes toward Learning.
Peer reviewed Peer reviewed
Tanner, C. Kenneth; Decotis, John D. – Journal of Research and Development in Education, 1995
Kindergartners and first-graders in regular classrooms were compared to students in nongraded, continuous-progress settings. Comparisons on academic achievement and school attitudes indicated differences favoring nongraded, continuous-progress settings for various academic and citizenship skills. Girls in the nongraded, continuous-progress group…
Descriptors: Academic Achievement, Classroom Techniques, Comparative Analysis, Continuous Progress Plan