This Article Full Text Full Text (PDF) Alert me when this article is cited Alert me if a correction is posted Citation Map Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via HighWire Citing Articles via Google Scholar Google Scholar Articles by Chatterji, M. Search for Related Content Social Bookmarking                   What's this?

Comments on Slavin: Synthesizing Evidence From Impact Evaluations in Education to Inform Action

An associate professor of measurement and evaluation and codirector of the Assessment and Evaluation Research Initiative at Teachers College, Columbia University, 525 W. 120th Street, New York, NY 10027; mb1434{at}columbia.edu. Her research focuses on assessment and evaluation methods, evidence standards, educational equity, and standards-based reforms in education.

Traditional methods for preparing systematic reviews and syntheses of effectiveness studies rely on a limited set of methodological criteria to include studies that measure and report effects too narrowly to forward the mission of evidence-based practice. This article discusses why and how the criteria for study selection, evidence screening, and synthesis need to be broadened when education programs are investigated for effects.

Key Words: evaluation research • evidence-based practice • evidence screening • evidence standards • program evaluation • systematic reviews

CiteULike    Connotea    Del.icio.us    Digg    Reddit    Technorati    What's this?

This article has been cited by other articles:

				R. E. Slavin Response to Comments: Evidence-Based Reform in Education: Which Evidence Counts? Educational Researcher, January 1, 2008; 37(1): 47 - 50. [Full Text] [PDF]