Analysis of qualitative--usually verbal--information from interview transcripts, field notes, and other sources has required huge amounts of labor. Some critics, moreover, maintain that such analysis is less than reliable, objective and tabula rasa. A new computer program, however, allows precisely repeatable analysis without a priori frameworks and without tedious and subjective categorizing of passages. The program finds repetitive association of words or ideas that characterize the verbal research corpus which evaluators may display and interpret. This article explains the program and illustrates its use in an evaluation of a collaborative botanic education project sponsored by the National Science Foundation.

Melanie F. Sikorski Richard P. Niemiec Herbert J. Walberg • These are some of the items on a form that teachers and principals can use for personal reminders. peer review. formal evaluations. or staff development sessions. All items have been validated by research on effective teaching. As teachers of students with disabilities. one of our chief responsibilities is to promote student achievement. When we turn for guidance in evaluating our own practices. however. not much is readily available. A widely used teacher evaluation form. for example. lists "applies contemporary theories of education" as an item. But items like this one provide little specific information of what is required for good teaching. Because special education students have unique learning requirements. their teachers should focus on specific teaching behaviors that have large. consistent effects on student learning.

Time measures critical dimensions of curriculum and of learning. Curriculum's other dimensions are the depth and breadth of subject matter content. Other things being equal, the depth, breadth, and amount of curriculum determine the volume of learning. For psychologists, learning's other dimension is the quality of instruction or pedagogy. The linkage of learning with time is one of the most consistent findings of educational psychology. In a recent review of the literature, Walberg (1988) found that 88% of the more than 100 studies showed positive influences of time on learning. The average effect of increased time was comparable in advantage of superior over mediocre quality of instruction. Thus, time deserves major consideration in curriculum policy. As a rising tide lifting all boats, increased and efficient time use allows greater depth and breadth in all curriculum areas. Along with effective teaching (Waxman & Walberg, 1991), productive time engenders learning. Time should be a central concept in curriculum theory and practice. If the principal question of curriculum is, What knowledge is most

AbstractThis chapter examines achievement, attendance, and other indicators of quality education.

This article summarizes research findings of a study that examined the effects of a sales management training program conducted at Digital Equipment Corporation. The authors used a typology of training outcomes developed by Kirkpatrick (1959a, 1959b, 1960a, and 1960b) to assess students' satisfaction, learning, and field implementation of skills taught in the class. In addition, they estimated the costs of the program and the actual increase in sales that can be attributed to the implementation of the skills in the workplace. The results indicate that properly conceived and carefully implemented programs have a positive net effect on the corporation's financial position.

This article explores several validation methods for the identification and dissemination of exemplary educational programs in the nation. It discusses the rationales for methods developed by the Program Effectiveness Panel and its predecessor, the Joint Dissemination Review Panel. Four selected validation methods are analyzed in terms of their comparative advantages and disadvantages. The article ends with recommendations oriented toward the U.S. Department of Education's clients—educational policymakers and practitioners—and how their needs can be met.

From time to time, articles are puhlished in EP that evoke comments from readers.In Response is reserved for this dialogue. Contributions should be to the point, con cise, and easy for readers to track to targeted articles. Comments may be positive or negative, but if the latter, then at least relatively nice! Please keep length of com ments to minimum essential.

This chapter synthesizes the results of thirteen quantitative reviews of computer-based instruction (CBI). This synthesis consolidates approximately 250 individual research efforts. The average and typical effect of CBI is to raise outcomes by .42 standard deviations. Although several differential effects are noted, the overall effect of CBI is to place the average student using it at approximately the 66th percentile of the control group distribution. Several areas of needed research are indicated.

This meta-analysis synthesized the results of 22 studies of management education in institutional settings. The results indicate that the treatment's median effect size is .7—a fairly substantial effect. Several differential effects were noticed, including the experience level of the managers and the types of instrumentation and institutional setting. The general state of the evaluation literature shows the widespread lack of multiple treatment and control groups in measuring effects of management education programs.

Performance + InstructionVolume 31, Issue 4 p. 22-24 Article Promoting teacher behaviors that promote student learning Greg Clark, Greg Clark 8413 Cambria Drive, Austin, TX 78717 Greg Clark is a Senior Trainer for Dell Computer Corporation, Austin, TX.Search for more papers by this authorRoy Steele, Roy Steele 3114 Barton Point Drive, Austin, TX 78733 Roy Steele is the President of Sigma Learning International.Search for more papers by this authorRichard P. Niemiec, Richard P. Niemiec Richard P. Niemiec is employed by the Chicago public schools.Search for more papers by this authorHerbert J. Walberg, Herbert J. Walberg Herbert J. Walberg is Research Professor of Urban Education, University of Illinois, Chicago.Search for more papers by this author Greg Clark, Greg Clark 8413 Cambria Drive, Austin, TX 78717 Greg Clark is a Senior Trainer for Dell Computer Corporation, Austin, TX.Search for more papers by this authorRoy Steele, Roy Steele 3114 Barton Point Drive, Austin, TX 78733 Roy Steele is the President of Sigma Learning International.Search for more papers by this authorRichard P. Niemiec, Richard P. Niemiec Richard P. Niemiec is employed by the Chicago public schools.Search for more papers by this authorHerbert J. Walberg, Herbert J. Walberg Herbert J. Walberg is Research Professor of Urban Education, University of Illinois, Chicago.Search for more papers by this author First published: April 1992 https://doi.org/10.1002/pfi.4170310409Citations: 6 AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Citing Literature Volume31, Issue4April 1992Pages 22-24 RelatedInformation

Because business and industry training has become a major economic investment for the companies that support it, training managers are increasingly called upon to demonstrate that their interventions are not only effective but also cost-effective. This article describes a cost-effective methodology. It points out how cost-effectiveness differs from cost-benefit analysis. The technique combines meta-analytic and simple accounting procedures to yield an index of relative cost-effectiveness of training interventions. Using examples from the schools and corporate training, the authors demonstrate how the analysis can be applied to a large variety of training situations.

This article highlights several of the major psychological theories of instruction from Thorndike through Skinner and others, and traces several practical applications. These include the precursors of computer-based instruction and major developments in computer-assisted and computer-managed systems on mainframe and microcomputers. Despite breakthroughs in theory, hardware, software, as well as effectiveness and cost-effectiveness, computer-based instruction has yet to fulfill its potential for widespread application in American education.