Program Validation

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Eric.ed.gov – Implementing Employability Skills, Reading Skills, and Math Skills in Vocational Education. Final Report. Vocational Technical Education Research Report. Volume 19, Number 2.

Posted on by Troels Gannerup Christensen - Læst 8 gange

eric.ed.gov har udgivet: A project was undertaken to implement the employability, reading, and math skills of disadvantaged students in vocational education. Included in the project were the following activities: (1) field tests, evaluation, and dissemination of a mathematics skills curriculum guide for disadvantaged learners; (2) field tests and revision of guidelines for establishing, operating, and evaluating co-op and mainstream programs for the disadvantaged; and (3) implementation of a series of small-group workshops for teachers of disadvantaged students on implementing employability, reading, and mathematics skills in vocational programs. Separate mathematics, employability, and reading skills curriculum guides and an administrator’s manual for planning, developing, and implementing mainstream, self-contained, or co-op programs for the disadvantaged were developed during the course of the project. An independent review by a third-party evaluator indicated that all… Continue Reading →

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Eric.ed.gov – Validating Teacher Effects on Students’ Attitudes and Behaviors: Evidence from Random Assignment of Teachers to Students

Posted on by Troels Gannerup Christensen - Læst 10 gange

eric.ed.gov har udgivet: There is growing interest among researchers, policy makers, and practitioners in identifying teachers who are skilled at improving student outcomes beyond test scores. However, questions remain about the validity of these teacher effect estimates. Leveraging the random assignment of teachers to classes, I find that teachers have causal effects on their students’ self-reported behavior in class, self-efficacy in math, and happiness in class that are similar in magnitude to effects on math test scores. Weak correlations between teacher effects on different student outcomes indicate that these measures capture unique skills that teachers bring to the classroom. Teacher effects calculated in nonexperimental data are related to these same outcomes following random assignment, revealing that they contain important information content on teachers. However, for some nonexperimental teacher effect estimates,… Continue Reading →