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Applied Research in a Curriculum Project [microform] : Accomplishments and Limitations / Wayne W. Welch
Bib ID 5202333
Format BookBook, MicroformMicroform, OnlineOnline
Author
Welch, Wayne W
 
Online Versions
Description [Washington, D.C.] : Distributed by ERIC Clearinghouse, 1969 
10 p. 
Summary

The validity of statements by various "national curriculum projects" concerning the availability of research evidence to support their claims for the attainment of their objectives is questioned. Evaluation procedures employed by these various curriculum development groups are criticized for lack of empirical data. Obtaining such data is seen as the purpose of applied research in curriculum projects. Applied research differs from basic research in that it is oriented to a specific curriculum, rather than to variables common to many curricula. Two components of applied research are "formative evaluation" and "summative evaluation," the former concerned with questions concerning the product while being developed and the latter concerned with the final product. The success and limitations of both formative and summative evaluation techniques used by Harvard Project Physics (HPP) is described. In process is a book for the professional researcher describing in detail HPP procedure and the results of both formative and summative evaluation studies. (BC)

Notes

ERIC Note: Paper presented at the meeting of the American Educational Research Association, Los Angeles, California, February 1969.

May also be available online. Address as at 14/8/18: https://eric.ed.gov/

Reproduction Microfiche. [Washington D.C.]: ERIC Clearinghouse microfiches : positive. 
Subjects Science Education.  |  Curriculum Development.  |  Evaluation.  |  Physics.  |  Science Course Improvement Projects.  |  Secondary School Science.  |  Harvard Project Physics
Other authors/contributors Harvard Univ., Cambridge, MA. Harvard Project Physics
Available From ERIC 
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040 |aericd|beng|cericd|dMvI
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100 1 |aWelch, Wayne W.
245 1 0 |aApplied Research in a Curriculum Project|h[microform] :|bAccomplishments and Limitations /|cWayne W. Welch.
260 |a[Washington, D.C.] :|bDistributed by ERIC Clearinghouse,|c1969.
300 |a10 p.
500 |aERIC Note: Paper presented at the meeting of the American Educational Research Association, Los Angeles, California, February 1969.|5ericd
520 |aThe validity of statements by various "national curriculum projects" concerning the availability of research evidence to support their claims for the attainment of their objectives is questioned. Evaluation procedures employed by these various curriculum development groups are criticized for lack of empirical data. Obtaining such data is seen as the purpose of applied research in curriculum projects. Applied research differs from basic research in that it is oriented to a specific curriculum, rather than to variables common to many curricula. Two components of applied research are "formative evaluation" and "summative evaluation," the former concerned with questions concerning the product while being developed and the latter concerned with the final product. The success and limitations of both formative and summative evaluation techniques used by Harvard Project Physics (HPP) is described. In process is a book for the professional researcher describing in detail HPP procedure and the results of both formative and summative evaluation studies. (BC)
530 |aMay also be available online. Address as at 14/8/18: |uhttps://eric.ed.gov/
533 |aMicrofiche.|b[Washington D.C.]:|cERIC Clearinghouse|emicrofiches : positive.
650 0 7 |aScience Education.|2ericd
650 1 7 |aCurriculum Development.|2ericd
650 1 7 |aEvaluation.|2ericd
650 1 7 |aPhysics.|2ericd
650 1 7 |aScience Course Improvement Projects.|2ericd
650 1 7 |aSecondary School Science.|2ericd
653 0 |aHarvard Project Physics
710 2 |aHarvard Univ., Cambridge, MA. Harvard Project Physics.
856 4 1 |uhttps://eric.ed.gov/?id=ED031396
984 |aANL|cmc 2253 ED031396|d77000000042550
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