Planning and Evaluating Change at Scale
Lessons From Reading First
Bibliographic Data
| ID | 9730971 |
|---|---|
| Authors | Marian C Mckenna (0000-0002-8124-591X, corresponding author), Michael C Mckenna, Sharon Walpole (0000-0003-3617-7230) |
| Year | 2010 |
| Volume | 39 |
| Issue | 6 |
| Pages | 478-483 |
| Publication date | 2010-08-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Educational Researcher (JOURNAL) |
| Journal identifiers | ISSN: 0013-189X • E-ISSN: 1935-102X |
| Publisher | American Educational Research Association (AERA) (PUBLISHER) |
| DOI | 10.3102/0013189x10378399 |
| OpenAlex | W2052769371 |
| Language | EN |
| Citations received | 1 |
| References cited | 21 |
The evaluation of Reading First, the U.S. Department of Education’s multibillion-dollar K–3 initiative, although flawed, nevertheless offers instructive guidance for gauging the impact of future initiatives. After providing an overview of the program, its evaluation, and the historical context of federal initiatives, the authors outline limitations in applying scientific principles at scale. They argue for more nuanced approaches, including meta-analyses across projects, the use of improved statistical approaches, and the incorporation of formative designs. They conclude with four recommendations for evaluating future initiatives. Such evaluations should (a) account for fidelity systematically, (b) include outcome measures that gauge school climate and administrative support, (c) include multiple designs and aggregate the results, and (d) account for the length of implementation
Business · Context (archaeology · Fidelity · Formative assessment · Geography · Liberian dollar · Management science · Mathematics education · Political science · Scale (ratio · Toolbox · Computer Science · Educational Assessment and Improvement · Engineering · Evaluation and Performance Assessment · Psychology · School Choice and Performance
How Can Comprehensive School Reform Models Be Successfully Implemented?
Comprehensive School Reform and Achievement
Whose Agenda Is This Anyway? A Response to McKenna, Robinson, and Miller
The Adequacy of Tools for Assessing Reading Competence
Evidence-Based Education Policies
Perspectives on Evidence-Based Research in Education—What Works? Issues in Synthesizing Educational Program Evaluations
Contestation and Change in National Policy on “Scientifically Based” Education Research
Securing the Right to Learn
Mixed Methods Research
| Unique citing works | 1 |
|---|---|
| Citations per year | 0,13 |
| Citation span | 2018 - 2018 (1) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 1 |