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This page connects you to two PowerPoint presentations that were given at conferences in the Fall of 2006. Both presentations describe the application of a dose-response measurement strategy to the purpose of quantifying outcomes of place-based education programs. The citation for the first presentation is:
Phillips, M., Tremblay, G., & Duffin, M. (2006, November). A “dose-response” strategy for assessing program impact in naturalistic contexts. Poster session presented at the annual convention of the Association for Behavioral and Cognitive Therapies, Chicago, IL. Retreived October 30, 2006 from http://www.peecworks.org/PEEC/PEEC_Reports/S0112C7E1-0112C8A6
This presentation can be downloaded directly from the bottom of this page.
The abstract and description of the second presentation are immediately below. This, too, can be downloaded from the bottom of the page, along with a one page summary handout.
Using a Dose-Response Analysis Strategy to Measure Outcomes of Place-based Education
Prepared by:
Michael Duffin, PEER Associates, Inc.
With support from:
the Place-based Education Evaluation Collaborative (PEEC)
For presentation at:
the NAAEE Pre-conference Research Symposium
October 10, 2006
Abstract:
Survey data from programs in the Place-based Education Evaluation Collaborative (PEEC) suggest that systematic work with a whole school community for multiple years may contribute to a “tipping point” in the school culture toward desired teacher practices.
Description:
This presentation describes a strategy devised to evaluate educational outcomes across diverse naturalistic settings at modest cost. Employing a measurement strategy more typically associated with natural science applications, we demonstrated significant relationships between educators’ degree of exposure to innovative educational interventions, and their adoption of behaviors the interventions are designed to promote. Evidence of student- and whole school-level effects emerged as well. Findings are based on surveys from 338 educators (grades K-12) and 721 students (grades 4-12), from 55 public schools spanning four different place-based education programs operating mostly in New England. Results are part of an ongoing, multi-program, multi-method evaluation effort conducted by the Place-based Education Evaluation
Collaborative. Additional data will continue to be added to the data set.
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