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Relevant bibliographies by topics / What Works Clearinghouse

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Journal articles
Dissertations / Theses
Book chapters

Academic literature on the topic 'What Works Clearinghouse'

Author: Grafiati

Published: 4 June 2021

Last updated: 11 February 2022

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Journal articles on the topic "What Works Clearinghouse"

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Schoenfeld, Alan H. "Reply to Comments From the What Works Clearinghouse on “What Doesn’t Work”." Educational Researcher 35, no. 2 (March 2006): 23. http://dx.doi.org/10.3102/0013189x035002023.

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Lykins, Chad. "Why “What Works” Still Doesn't Work: How to Improve Research Syntheses at the What Works Clearinghouse." Peabody Journal of Education 87, no. 4 (September 2012): 500–509. http://dx.doi.org/10.1080/0161956x.2012.705152.

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Hitchcock, John H., Robert H. Horner, Thomas R. Kratochwill, Joel R. Levin, Samuel L. Odom, David M. Rindskopf, and William R. Shadish. "The What Works Clearinghouse Single-Case Design Pilot Standards." Remedial and Special Education 35, no. 3 (January 28, 2014): 145–52. http://dx.doi.org/10.1177/0741932513518979.

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McArthur, Genevieve. "Does What Works Clearinghouse Work? A Brief Review of Fast ForWord®." Australasian Journal of Special Education 32, no. 1 (April 2008): 101–7. http://dx.doi.org/10.1017/s1030011200025781.

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The What Works Clearinghouse (WWC) provides online reports to the public about the scientific evidence for educational interventions. The quality of these reports is important because they effectively tell the non‐scientific community which programmes do and do not work. The aim of this brief review is to assess WWC’s report on a clinically popular, yet theoretically controversial, intervention called Fast ForWord® (FFW). Some of the methods used by WWC to assess FFW were problematic: the literature review included studies that had not passed peer review; it failed to include a key study that had passed peer review; alphabetic skills were assessed with phonological awareness outcomes; effectiveness ratings were based on statistical significance; terms peculiar to WWC were not clearly defined; and existing quality control procedures failed to detect an error in the WWC report. These problems could be addressed by making minor adjustments to WWC’s existing methods and by subjecting WWC reports to the scientific peer‐review process before they are released to the public.

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McArthur, Genevieve. "Does What Works Clearinghouse Work? A Brief Review of Fast ForWord®." Australasian Journal of Special Education 32, no. 1 (April 1, 2008): 101–7. http://dx.doi.org/10.1080/10300110701845953.

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6

Hitchcock, John H., Thomas R. Kratochwill, and Laura C. Chezan. "What Works Clearinghouse Standards and Generalization of Single-Case Design Evidence." Journal of Behavioral Education 24, no. 4 (March 14, 2015): 459–69. http://dx.doi.org/10.1007/s10864-015-9224-1.

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Carter, Mark, and Kevin Wheldall. "Why Can’t a Teacher Be More Like a Scientist? Science, Pseudoscience and the Art of Teaching." Australasian Journal of Special Education 32, no. 1 (April 2008): 5–21. http://dx.doi.org/10.1017/s1030011200025732.

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In this article, the authors argue the case for scientific evidenced‐based practice in education. They consider what differentiates science from pseudoscience and what sources of information teachers typically regard as reliable. The What Works Clearinghouse is discussed with reference to certain limitations of its current operation. Given the relative paucity of ‘gold standard’ research in education, an alternative model for assessing the efficacy of educational programs is proposed as a temporary solution.

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Maggin, Daniel M., Amy M. Briesch, and Sandra M. Chafouleas. "An Application of the What Works Clearinghouse Standards for Evaluating Single-Subject Research." Remedial and Special Education 34, no. 1 (February 28, 2012): 44–58. http://dx.doi.org/10.1177/0741932511435176.

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Valentine, Jeffrey C., Sandra Jo Wilson, David Rindskopf, Timothy S. Lau, Emily E. Tanner-Smith, Martha Yeide, Robin LaSota, and Lisa Foster. "Synthesizing Evidence in Public Policy Contexts." Evaluation Review 41, no. 1 (October 25, 2016): 3–26. http://dx.doi.org/10.1177/0193841x16674421.

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For a variety of reasons, researchers and evidence-based clearinghouses synthesizing the results of multiple studies often have very few studies that are eligible for any given research question. This situation is less than optimal for meta-analysis as it is usually practiced, that is, by employing inverse variance weights, which allows more informative studies to contribute relatively more to the analysis. This article outlines the choices available for synthesis when there are few studies to synthesize. As background, we review the synthesis practices used in several projects done at the behest of governmental agencies and private foundations. We then discuss the strengths and limitations of different approaches to meta-analysis in a limited information environment. Using examples from the U.S. Department of Education’s What Works Clearinghouse as case studies, we conclude with a discussion of Bayesian meta-analysis as a potential solution to the challenges encountered when attempting to draw inferences about the effectiveness of interventions from a small number of studies.

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10

Heller, Rafael. "The Editor’s Note: The beginning of a beautiful friendship?" Phi Delta Kappan 102, no. 7 (March 23, 2021): 4. http://dx.doi.org/10.1177/00317217211007317.

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Since the field of education research emerged, complaints have proliferated about its quality and researchers’ failure to share findings with practitioners. Federal initiatives such as the What Works Clearinghouse have sought to increase the availability of research, but many researchers have continued to be disconnected from practicing K-12 educators. Rafael Heller explains that the research-practice partnerships described in the April 2021 Kappan show promise for bridging the divide.

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Dissertations / Theses on the topic "What Works Clearinghouse"

1

Lewis, Marsha S. "A Series of Sensitivity Analyses Examining the What Works Clearinghouse's Guidelines on Attrition Bias." Ohio University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1386239081.

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Book chapters on the topic "What Works Clearinghouse"

1

Blonsky, Howard M. "Building Comprehensive Dropout Prevention and Recovery/Re-Entry Programs." In The Dropout Prevention Specialist Workbook, 98–107. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190090845.003.0012.

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This chapter looks at effective strategies and programs that have proved successful in addressing and preventing students dropping out of school. It cites the findings of the What Works Clearinghouse with regard to various programs and whether they were found to show evidence of effectiveness.

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2

CARTWRIGHT, NANCY, and JACOB STEGENGA. "A Theory of Evidence for Evidence-Based Policy." In Evidence, Inference and Enquiry. British Academy, 2011. http://dx.doi.org/10.5871/bacad/9780197264843.003.0011.

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Evidence-based policy is all the rage now. But no one knows quite how to do it. Policy questions do not generally fall neatly within any one of our scientific or social science disciplines, where the standards and rules of evidence for the questions studied are fairly clearly delineated. There is by now a variety of guides available on standards of evidence for evidence-based policy. But these focus narrowly on only part of the problem. This chapter lays the foundations for a guide for the use of evidence in predicting policy effectiveness in situ — a more comprehensive guide than current standard offerings such as the Maryland rules in criminology, the weight of evidence scheme of the International Agency for Research on Cancer, or the US ‘What Works Clearinghouse’. The guide itself is meant to be well-grounded but at the same time to give practicable advice, that is, advice that can be used by policy-makers not experts in the natural and social sciences, assuming they are well-intentioned and have a reasonable but limited amount of time and resources available for searching out evidence and deliberating.

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