REFERENCES
Bridgman, P.W. 1947. "New Vistas for Intelligence," in E.P. Wigner, ed.
"Physical Science and Human Values." Princeton University Press.
Cook, T.D. 2001. "Sciencephobia: Why Education Researchers Reject
Randomized Experiments," Education Next, Fall 2001: 63-68; online at
<http://www.educationnext.org/20013/index.html>.
Cook. T.D. 2002. "Randomized Experiments in Educational Policy Research:
A Critical Examination of the Reasons the Educational Evaluation
Community has Offered for not Doing Them" Educational Evaluation and
Policy Analysis, Fall, Vol. 24(3): 175-199; abstract online at
<http://www.aera.net/pubs/eepa/abs/eepa24.htm>: This article notes
the paucity with which reform efforts in education have been
evaluated experimentally, despite well-nigh universal acknowledgement
that experiments provide the best justification for causal
conclusions. And of the few experiments that have been completed,
most were done by groups outside of the community of educational
evaluators working in schools and colleges of education. The reasons
educational evaluators cite for not doing experiments are critically
appraised. Some are shown to be wrong or over-generalized; and others
point to the need for future experiments that depend more heavily on
program theory and the assessment of implementation and other
intervening processes. The alternatives to experiments that
educational evaluators prefer are briefly appraised and found wanting
whenever a high standard is needed for justifying causal conclusions.
DOE. 2003a. "How Educating America's Students Can Be Based on Science:
New ED guide identifies educational practices supported by
scientifically-based research
<http://www.ed.gov/news/pressreleases/2003/12/12102003.html>:
"The U.S. Department of Education's Institute of Education Sciences
(IES) has unveiled an important new resource for state and local
education officials and educators in implementing the "No Child Left
Behind Act" of 2001. "Identifying and Implementing Educational
Practices Supported by Rigorous Evidence: A User Friendly Guide" [DOE
(2003b)] was released and discussed yesterday at a conference of top
state and local education officials from across the country. . . .
The guide was developed for IES by the "Coalition for Evidence-Based
Policy." The Coalition is a nonprofit, nonpartisan organization,
sponsored by the "Council for Excellence in Government," with the
mission to advance government policy based on rigorous evidence of
program effectiveness.
DOE. 2003b. "Identifying And Implementing Educational Practices Supported
By Rigorous Evidence: A User Friendly Guide"; online as a 140kB pdf
at <http://www.ed.gov/about/offices/list/ies/news.html#guide>.
Prepared for the Institute of Education Sciences Director, Grover J.
Whitehurst <http://www.ed.gov/about/offices/list/ies/director.html>,
by the "Coalition For Evidence-Based Policy"
<http://www.excelgov.org/displaycontent.asp?keyword=prppcHomePage>
with
Executive Director: Jon Baron; and Board Of Advisors: Robert Boruch
(University of Pennsylvania); Jonathan Crane (Progressive Policy
Institute); David Ellwood (Harvard University); Judith Gueron
(Manpower Demonstration Research Corporation); Ron Haskins (Brookings
Institution); Robert Hoyt (Jennison Associates); David Kessler
(University of California, San Francisco); Jerry Lee (WBEB 101.1 FM
Philadelphia); Diane Ravitch (New York University); Laurie Robinson
(University of Pennsylvania); Isabel Sawhill (Brookings Institution);
Martin Seligman (University of Pennsylvania); Robert Slavin (Johns
Hopkins University); Robert Solow (Massachusetts Institute of
Technology); Nicholas Zill (Westat, Inc.). For biographies of the
Advisors see at
<http://www.excelgov.org/displayContent.asp?Keyword=prppcAdvisory>.
Eisenhart, M. & L. Towne. 2003. "Contestation and Change in National
Policy on 'Scientifically Based' Education Research," Educational
Researcher 32(7): 31-38; online as a 176KB pdf at
<http://www.aera.net/pubs/er/eronline.htm>.
Hake, R.R. 2002. "Lessons from the physics education reform effort."
Conservation Ecology 5(2): 28; online at
<http://www.consecol.org/vol5/iss2/art28>. "Conservation Ecology," is
a FREE "peer-reviewed journal of integrative science and fundamental
policy research" with about 11,000 subscribers in about 108 countries.
Krueger, R. 2003. "AEA Response to Scientific Based Evaluation
Methods," EvalTalk post of 24 Nov 2003 16:50:14-0600; online at
<http://bama.ua.edu/cgi-bin/wa?A2=ind0311d&L=evaltalk&D=0&T=0&X=0E49DC3080CA12FB69&Y=rrhake@earthlink.net&P=1157&F=P>.
One must evidently subscribe to EvalTalk to access its archives but
subscribing takes only a few minutes by following the simple
directions at <http://bama.ua.edu/archives/evaltalk.html>/ "Join or
leave the list (or change settings)" where "/" means "click on." If
you're busy, then subscribe using the "NOMAIL" option under
"Miscellaneous." Then, as a subscriber, you may access the archives
and/or post messages at any time, while receiving NO MAIL from the
list!
Lipsey, M. 2003a. "NOT the AEA statement on Scientifically Based
Evaluation," EvalTalk post of 3 Dec 2003 13:22:10-0600; online at
<http://bama.ua.edu/cgi-bin/wa?A2=ind0312A&L=evaltalk&P=R2882&I=1&X=6AD0CC0DF3B46546E9&Y=rrhake@earthlink.net>.
Lipsey wrote: "This statement is in response to the Secretary's
request for comment on the proposed priority on Scientifically Based
Evaluation Methods. We offer the following observations in support of
this priority. The proposed priority identifies random assignment
experimental designs as the methodological standard for what
constitutes scientifically based evaluation methods for determining
whether an intervention produces meaningful effects on students,
teachers, parents, and others. The priority also recognizes that
there are cases when random assignment is not feasible and, in such
cases, identifies quasi-experimental designs and single-subject
designs as alternatives that may be justified by the circumstances of
particular evaluations.
Wittmann, W.W. 2003b. "Group differences in intelligence and related
measures," in: O. Wilhelm & R. Engle, eds. "Understanding and
Measuring Intelligence" Sage (London).
Ziman, J. 2000. "Real Science: What it is, and what it means."
Cambridge University Press. See, especially Sec. 9.3 "Codified
knowledge," pages 258-266.
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APPENDIX A: "Identifying And Implementing Educational Practices
Supported By Rigorous Evidence: A User Friendly Guide"; online as a
140kB pdf at
<http://www.ed.gov/about/offices/list/ies/news.html#guide>.
WHERE TO FIND EVIDENCE-BASED INTERVENTIONS
The following web sites can be useful in finding evidence-based
educational interventions. These sites use varying criteria for
determining which interventions are supported by evidence, but all
distinguish between randomized controlled trials and other types of
supporting evidence. We recommend that, in navigating these web
sites, you use this Guide to help you make independent judgments
about whether the listed interventions are supported by "strong"
evidence, "possible" evidence, or neither.
THE WHAT WORKS CLEARINGHOUSE <http://www.w-w-c.org/> established by
the U.S. Department of Education's "Institute of Education Sciences"
<http://www.ed.gov/about/offices/list/ies/index.html?exp=0> to
provide educators, policymakers, and the public with a central,
independent, and trusted source of scientific evidence of what works
in education. [The members of WWC's TAG as listed at
<http://www.w-w-c.org/adgroup.html> are: Larry Hedges - Chair
(University of Chicago), Betsy Jane Becker (Michigan State
University), Jesse Berlin (University of Pennsylvania), Douglas
Carnine (University of Oregon), Thomas Cook (Northwestern
University), David Francis (University of Houston), Edward Haertel
(Stanford University), Robert Linn, (University of Colorado), Mark
Lipsey (Vanderbilt), David Myers (Mathematica Policy Research),
Andrew Porter (Vanderbilt), David Rindskopf (City University of New
York), Cecilia Rouse (Princeton), William Shadish, (University of
California - Merced).
THE PROMISING PRACTICES NETWORK <http://www.promisingpractices.net/>
web site highlights programs and practices that credible research
indicates are effective in improving outcomes for children, youth,
and families.
BLUEPRINTS FOR VIOLENCE PREVENTION
<http://www.colorado.edu/cspv/blueprints/index.html> is a national
violence prevention initiative to identify programs that are
effective in reducing adolescent violent crime, aggression,
delinquency, and substance abuse.
THE INTERNATIONAL CAMPBELL COLLABORATION
<http://www.campbellcollaboration.org/Fralibrary.html> offers a
registry of systematic reviews of evidence on the effects of
interventions in the social, behavioral, and educational arenas.