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Download full textHartry, Ardice – Society for Research on Educational Effectiveness, 2013
This paper considers one challenge from recent emphasis on rigorous research for decision-making in education: the interpretation of non-replicated findings. Under Clinton and Bush, the federal government called for and funded highly rigorous research. The "gold-standard" for research was randomized-control trials (RCTs), which…
Descriptors: Outcome Measures, Ambiguity (Context), Randomized Controlled Trials, Reading Programs
Direct linkHartry, Ardice; Fitzgerald, Robert; Porter, Kristie – Harvard Educational Review, 2008
In this article, Ardice Hartry, Robert Fitzgerald, and Kristie Porter present results from their implementation study of a structured reading program for fourth, fifth, and sixth graders in an afterschool setting. As the authors explain, schools and districts often view an extended school day as a promising way to address the literacy needs of…
Descriptors: Extended School Day, Reading Skills, Reading Programs, Program Implementation
Jones, Debra Hughes; Vaden-Kiernan, Michael; Rudo, Zena; Fitzgerald, Robert; Hartry, Ardice; Chambers, Bette; Smith, Dewi; Muller, Patricia; Moss, Marcey A. – SEDL, 2008
Under the larger scope of the National Partnership for Quality Afterschool Learning, SEDL funded three awardees to carry out large-scale randomized controlled trials (RCT) assessing the efficacy of promising literacy curricula in afterschool settings on student academic achievement. SEDL provided analytic and technical support to the RCT studies…
Descriptors: Research Methodology, Adolescents, Recruitment, Partnerships in Education
