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Good points chapters through trendy major gurus who define examine designs, methodologies, and kinds of tests that may be used to extra successfully overview academic applied sciences.
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San Francisco: Jossey-Bass. Cuban, L. (2001). Oversold and underused: Computers in the Classroom. Cambridge, MA: Harvard University Press. Fisher, R. A. (1926). The arrangement of field experiments. Journal of the Ministry of Agriculture of Great Britain, 33, 505–513. Fleiss, J. L. (1986). The design and analysis of clinical experiments. New York: Wiley. Gilbert, J. , & Mosteller, F. (1977). Statistics and ethics in surgery and anesthesia. Science, 198, 684–689. The Case for Randomized Experiments 37 Greeno, J.
Cole, K. , Engle, R. , & Linde, C. (1999). Research, reform, and aims in education: Modes of action in search of each other. In E. D. Langemann & L. S. ), Issues in education research (pp. 299–335). San Francisco: Jossey-Bass. , & Collins, A. ) (1999). Design experiments: Integrating technologies into schools. New York: Cambridge University Press. Lipsey, M. , & Wilson, D. B. (1993). The efficacy of psychological, educational, and behavioral treatment: Confirmation from meta-analysis. American Psychologist, 48(12), 1181–1209.
Given this complexity, it seems quite likely that even with a number of randomized field trials, it will be difficult to establish that a given policy about who gets which reading program, computer software, or teaching style is clearly supported by the results of those trials. Multiple forms of data and analysis can be extremely helpful to policymakers if they help convey the overall character of context effects on the success of a given educational treatment. Systematically recording such data in a standardized form will further increase its policy value.