In my previous post "Re: Teacher quality and pre/post tests," [Hake
(2005)], I carelessly wrote:
"As an anecdote. . .[:-( ]. . . for the misleading conclusions of
statistical analyses of resources such as 'money spent,' 'quality of
schools,' 'quality of teachers,' 'use of home computer,' class size,
etc. usually by education-ignorant policy analysts, see the
insightful article by Cohen et al.(2002).
Of course, I should have:
(a) written "As an ANTIDOTE for the misleading conclusions . . . . .";
(b) obeyed my own universally ignored posting suggestions, especially
suggestion:
#11. Carefully PROOFREAD your posts prior to posting - check English,
spelling (especially NAMES), and grammar; remove all ambiguous and
offensive material.
Hake, R.R. 2005. "Re: Teacher quality and pre/post tests," online at
<http://lists.asu.edu/cgi-bin/wa?A2=ind0506&L=aera-k&T=0&F=&S=&P=728>.
Post of 8 Jun 2005 15:56:30-0700 to AP-Physics, Phys-L, PhysLrnR,
and Physhare. A corrected version was later sent to AERA-H (School
Evaluation and Program Development Forum), AERA-K (Teacher &
Teacher Ed), and AERA-L (Politics and Policy in Education).
Mosteller, F. & R. Boruch, eds. 2002. "Evidence Matters: Randomized
Trials in Education Research." Brookings Institution.