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The Fordham Foundation's Chester Finn introduces Carnine's paper by
eulogizing: "After describing assorted hijinks in math and reading
instruction, Doug devotes considerable space to examining what
educators did with the results of 'Project Follow Through,' one of
the largest education experiments ever undertaken. This study
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Post of 11 Nov 2004 21:03:44-0800 to AP-Physics, Phys-L, PhysLrnR, Physhare.
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Post of 13 Nov 2004 PhysLrnR. Sent to AERA-C, AERA-G, AERA-H, AERA-L,
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Shavelson, R.J. & L. Towne, eds. 2002. "Scientific Research in
Education," National Academy Press; online at
<http://www.nap.edu/catalog/10236.html>:
The Committee argued that all the sciences, including scientific
educational research, shared a set of epistemological or fundamental
guiding principles, and that all scientific endeavors should:
(a) pose significant questions that can be investigated empirically,
(b) link research to relevant theory,
(c) use methods that permit direct investigation of the questions,
(d) provide a coherent and explicit chain of reasoning,
(e) attempt to yield findings that replicate and generalize across studies,
(f) disclose research data and methods to enable and encourage professional
scrutiny and critique."
Tweed, A. 2004a. "Direct Instruction: Is It the Most Effective Science
Teaching Strategy?" NSTA Reports, 15 December; online at
<http://www.nsta.org/main/news/stories/education_story.php?news_story_ID=50045>,
and copied into the APPENDIX of Hake (2004e). I thank Larry Woolf for
calling this article to my attention.