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The Utility of a Longitudinal Approach in Assessing Implementation: A Thirteen-Year View of Title I, ESEA.
Peer reviewed Peer reviewed
Kirst, Michael; Jung, Richard – Educational Evaluation and Policy Analysis, 1980
Longitudinal research demonstrates that: (1) initial consensual goals are formalized incrementally over time; (2) directions of these changes are influenced by constituencies participating in policy formation as well as broader social movements; and (3) evidence for longitudinal implementation studies needs to be garnered from a confluence of…
Descriptors: Educational Assessment, Federal Legislation, Longitudinal Studies, Policy Formation
Methodological Issues in the Design of Longitudinal Research: Principles and Recommendations for a Quantitative Study of Teachers' Careers.
Peer reviewed Peer reviewed
Singer, Judith D.; Willet, John B. – Educational Evaluation and Policy Analysis, 1996
Methodological features are suggested for a possible new national longitudinal study of teachers' careers. Six key principles of research design are presented and used to assert that the new study must be truly longitudinal with measurements on at least six occasions over at least 12 years. (SLD)
Descriptors: Careers, Elementary Secondary Education, Longitudinal Studies, National Surveys
Research on School Desegregation and Achievement: How to Combine Scholarship and Policy Relevance.
Peer reviewed Peer reviewed
Crain, Robert L.; Mahard, Rita E. – Educational Evaluation and Policy Analysis, 1979
Among the guidelines offered for educational policy-relevant research on the effects of school integration on minority student academic achievement are: age at which to desegregate students; school racial composition; ethnic or racial groups to be bused; instruction for non-Black minorities; and the role of social class. (MH)
Descriptors: Academic Achievement, Age, Bilingual Education, Black Students