Measures Inherent to Treatments in Program Effectiveness Reviews

By R. Slavin, N. Madden. 2011

102 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, General Agricultural and Biological Sciences

View Paper: https://www.semanticscholar.org/paper/f4b70a3d763434a3162e822b93e2088937178d67

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In Developmental and Educational Psychology

In Education

In General Agricultural and Biological Sciences

Citations in the corpus

Experimental Evaluations of Elementary Science Programs: A Best-Evidence Synthesis (2014, background): “Yet as noted earlier, studies find that effect sizes from treatment-inherent measures are far larger than those from measures of content taught equally in all groups (Slavin and Madden, 2011).”
Effects of innovative science and mathematics teaching on student attitudes and achievement: A meta-analytic study (2016, unknown): “Standardized achievement tests are rare in this corpus of studies, so each study has its own achievement test speci ﬁ cally designed for the content at hand, and it might be that in some cases the achievement test was biased toward the innovative group (see Slavin & Madden, 2011).”
Tackling Educational Inequalities with Social Psychology: Identities, Contexts, and Interventions (2020, background): “These characteristics make wise interventions particularly suitable for scaling up, even where the average size of their effect on the overall population is relatively small (Bakker et al., 2019; Kraft, 2020; Slavin & Madden, 2011).”
How Methodological Features Affect Effect Sizes in Education (2016, methodology): “As another example of the correlation between methodology and outcomes, Slavin and Madden (2011) examined effect sizes of reading and math studies that met the standards of the WWC with or without reservations.”
Academic Interventions for Elementary and Middle School Students With Low Socioeconomic Status: A Systematic Review and Meta-Analysis (2017, methodology): “…tests are usually less comprehensive and more likely to measure aspects of content inherent to treatment, but not control group instruction (Slavin & Madden, 2011), standardized tests may provide a more reliable measure of lasting differences between treatment and control groups.”
Effects of the Attributes of Educational Interventions on Students’ Academic Performance (2014, background): “Slavin and Madden (2011) observed a higher effect size for treatment-inherent measures than for treatment-independent measures.”
How Vocabulary Interventions Affect Young Children at Risk: A Meta-Analytic Review (2013, unknown): “In contrast, treatment-independent measures (Slavin & Madden, 2011) examine gains in skills that are presumably learned in both treatment and control classrooms, such as receptive language.”